Title

Associate Professor

Contact Information

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Office: 306-G MCKB
Department:
EDLF
0

Brief Biography

Pamela R. Hallam is an associate professor of educational leadership and foundations at Brigham Young University.

She formally served as a public school teacher, principal and, district office administrator.

Teaching Interests

Her teaching interests include principal roles, human resource management, and educational change.

Research Interests

Her areas of academic interest include the role of trust in educational leadership, professional learning communities, and educational change.

Awards

McKay School of Education, Nancy Perry Marriott Outstanding Teacher Award

Nancy Perry Marriott

2012

Finalist, National Principal of the Year

National Association of School Principals

1997

Region Golden Apple

Regional Parent Teacher & Student Association

1994 - 1995

Distinguished Project in Public Education Award, 2006

Utah Association of Teacher Education

2006

Utah State Principal of the Year

Utah Association of Secondary School Principals

1996

Selected Publications

The Impact of Various Demographic and Educational Attributes. on International Students’ Propensity to Trust School Officials (2016)

Authors: Hallam, Pamela Rust; Brown, Samuel; Hite, Steven Jeffrey; Hite, Julie Dawn Melville

Publication Type: Journal Article, Academic Journal

Publisher: James Nicholas

City: Melbourne

Country: Australia

Volume: 34

Issue: 2

Page Numbers: 49-68

ISSN: 07262655

Editors: Joseph Zajda

Headteacher visibility and perceptions of headteacher trustworthiness: Perspectives of Ugandan secondary teachers (2015)

Authors: Hallam, Pamela Rust; Boren, David McKay; Hite, Julie; Hite, Steven Jeffrey; Mugimu, Christopher

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Springer Press

City: Dordrecht

Country: Netherlands

Volume: 14

Page Numbers: 87-106

Editors: J. Zajda

Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice (2014)

Authors: Shatzer, Ryan; Caldarella, Paul; Hallam, Pamela Rust; Brown, Bruce L

Publication Type: Journal Article, Academic Journal

Publisher: Sage

Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory (2013)

Authors: Hallam, Pamela Rust; Boren, David; Hite, Julie; Hite, Steven Jeffrey; Mugimu, Christopher

Publication Type: Journal Article, Academic Journal

Publisher: Elsevier

City: Oxford

Country: UK

URL: dx.doi.org/10.1016/j.ijedudev.2012.08.003

Abstract: click to view

Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers' perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers' perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S. based research.

Trust and educational leadership: Comparing the development and role of trust between U.S. and Ugandan school administrators’ (2012)

Authors: Hallam, Pamela Rust; Boren, David; Hite, Julie; Hite, Steven Jeffrey

Publication Type: Book, Textbook

Publisher: SAGE

City: London

Country: UK

URL: http://www.uk.sagepub.com/books/Book239025#tabview=toc

Editors: Christine Wise, Pete Bradshaw, and Marion Cartwright

Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers" (2012)

Authors: Hallam, Pamela Rust; Chou, Po Nien (Felipe); Hite, Julie; Hite, Steven Jeffrey

Publication Type: Journal Article, Academic Journal

Publisher: Dr. Pamela Salazar

City: Sage Publishing

Volume: 96

Issue: 3

Page Numbers: 243-277

URL: 10.1177/0192636512447132

Abstract: click to view

Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district “coaches.” Findings from this research suggest that these “coaches” were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.

So you want to be a headteacher?: Liabilities of newness, challenges and strategies of new headteachers in Uganda (2010)

Authors: Hallam, Pamela Rust; Hite, Julie; Hite, Steven Jeffrey; Mugimu, Christopher

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Information Age Publishing

City: Charlotte, NC

Country: United States

Volume: 1

Page Numbers: 51-76

Editors: A. R. Shoho & B. R. Barnett & A. K. Tooms

Abstract: click to view

As new school leaders acclimatize to a new role, their liabilities of newness are easily exposed. As a result, they must be strategic in both their actions and decisions if they are to lead effectively. This research suggests that new headteachers who seek advice, communicate, build relationships, and strengthen the school’s image may be more effective at addressing the challenges of their liabilities of newness and their specific educational context. Ministries of education, universities and other providers of leadership preparation, as well as new headteachers themselves, may benefit from this research to improve their educational systems. These better informed and more contextually sensitive efforts will better enable both the academic performance and economic viability of schools, particularly in contexts such as Uganda.

The development and role of trust in educational leadership: A comparative study of U. S. and Ugandan school administrators (2009)

Authors: Hallam, Pamela Rust; Hite, Julie; Hite, Steven Jeffrey; Mugimu, Christopher

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Emerald Publishing

City: Brighton

Country: UK

Volume: 11

Page Numbers: 49-81

Editors: A.W. Wiseman & S. Silova

Abstract: click to view

The development and role of trust in school performance has been built upon educational research in the United States. The problem is that the resulting theory of trust may not accurately reflect the development and role of trust in schools in other global contexts. Researchers broadly agree that the implications of trust dynamics filter into every aspect of the school?s organization. However, trust is often either oversimplified or made to seem overly complex, whereas reality is likely somewhere in the middle and depends largely on specific national and regional circumstances. The resulting problem for school administrators globally is a lack of role clarity regarding their leadership responsibilities related to trust and school performance. This chapter synthesizes two research studies to compare and contrast the role and development of trust in U.S. and Ugandan schools. The purpose of this chapter is to examine more contextualized notions of trust, taking into account the different environments of these schools, specifically in terms of accountability and goal tangibility. This chapter argues that while both the construct and facilitation of trust are indeed highly contextualized, a broader theoretical model grounded in leadership, network and organizational theories can provide insights about the role and development of trust to educational leaders in both U.S. and Ugandan schools.