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Megan Tschannen-Moran

Megan Tschannen-Moran

D-Index & Metrics

Social Sciences and Humanities

D-Index
40
Citations
41490
World Ranking
5155
National Ranking
2424

Overview

Megan Tschannen-Moran is affiliated with William & Mary in the United States and focuses their research on fields within the social sciences, particularly education and psychology. Their work spans developmental and educational psychology as well as experimental and cognitive psychology.

Their main topics of research include teacher education and leadership studies, educational and psychological assessments, parental involvement in education, collaborative teaching and inclusion, innovative teaching and learning methods, student assessment and feedback, and evaluation of teaching practices.

Notable recent publications include:

  • "Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures," 2021, Journal of Educational Administration
  • "Organizational Trust in Schools," 2020, Oxford Research Encyclopedia of Education
  • "Learners Providing Feedback on Teaching: Pre-service Teachers' Perceptions of a Teacher Assessment Arrangement," 2020, Scandinavian Journal of Educational Research
  • "Fostering a Vibrant School Climate: Validation of a New Measure," 2020, Proceedings of the 2020 AERA Annual Meeting
  • "Mining diamonds: validation of the vibrant school scale," 2025, Journal of Educational Administration

Tschannen-Moran's coauthors frequently include Bob Tschannen-Moran, Rima'a Da'as, Mowafaq Qadach, Ufuk Erdoğan, and Nitza Schwabsky.

Their publications have appeared most often in the Journal of Educational Administration, followed by the Scandinavian Journal of Educational Research, Oxford Research Encyclopedia of Education, and conference proceedings such as those of the 2020 AERA Annual Meeting.

In addition to journal articles, Megan Tschannen-Moran has authored a book titled Evocative Coaching: Transforming Schools One Conversation at a Time, published by Corwin eBooks in 2020.

Best Publications

  • Teacher efficacy: capturing an elusive construct

    Megan Tschannen-Moran;Anita Woolfolk Hoy

  • Teacher Efficacy: Its Meaning and Measure

    Megan Tschannen-Moran;Anita Woolfolk Hoy;Wayne K. Hoy

  • The differential antecedents of self-efficacy beliefs of novice and experienced teachers.

    Megan Tschannen-Moran;Anita Woolfolk Hoy

  • Trust Matters: Leadership for Successful Schools

    Megan Tschannen-Moran

  • A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust:

    Megan Tschannen-Moran;Wayne K. Hoy

  • A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools.

    Yvonne L. Goddard;Roger D. Goddard;Megan Tschannen-Moran

  • Collaboration and the need fortrust

    Megan Tschannen‐Moran

  • Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools:

    Wayne K. Hoy;Megan Tschannen-Moran

  • Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

    Megan Tschannen‐Moran;Peggy McMaster

  • Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement

    Megan Tschannen-Moran;Marilyn Barr

  • A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools.

    Roger D. Goddard;Megan Tschannen-Moran;Wayne K. Hoy

  • Fostering Teacher Professionalism in Schools The Role of Leadership Orientation and Trust

    Megan Tschannen-Moran

  • Trust in schools: a conceptual and empirical analysis

    Megan Tschannen‐Moran;Wayne Hoy

  • The walls speak: the interplay of quality facilities, school climate, and student achievement

    Cynthia Uline;Megan Tschannen‐Moran

  • Organizational Citizenship Behavior in Schools and Its Relationship to School Climate

    Michael Dipaola;Megan Tschannen-Moran

  • Principals Sense of Efficacy: Assessing a Promising Construct.

    Megan Tschannen‐Moran;Christopher R. Gareis

  • Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play.

    Megan Tschannen-Moran;Denise Johnson

  • The Principalship at a Crossroads: A Study of the Conditions and Concerns of Principals

    Michael DiPaola;Megan Tschannen-Moran

  • Faculty trust in the principal: an essential ingredient in high-performing schools

    Megan Tschannen-Moran;Christopher R. Gareis

  • Principals, Trust, and Cultivating Vibrant Schools

    Megan Tschannen-Moran;Christopher R. Gareis

  • Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View:

    Wayne K. Hoy;John Hannum;Megan Tschannen-Moran

Frequent Co-Authors

Wayne K. Hoy
Wayne K. Hoy The Ohio State University
Susan M. Johnson
Susan M. Johnson University of Ottawa
William A. Firestone
William A. Firestone Rutgers, The State University of New Jersey
Ellen Goldring
Ellen Goldring Vanderbilt University
Allan David Walker
Allan David Walker Education University of Hong Kong
James P. Spillane
James P. Spillane Northwestern University

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