Wayne K. Hoy, D.Ed.

Novice G. Fawcett Professor
Novice G. Fawcett Chair of Educational Administration

Office:116 Ramseyer Hall
Phone: (614) 292-4672
Fax: (614) 292-7020
Email: hoy.16@osu.edu
Webpage: http://www.waynekhoy.com/

Education

• D.Ed. Educational Administration, The Pennsylvania State University
• M. Ed. The Pennsylvania State University
• B. S. Lock Haven State College

Scholarly Interests

• Collective efficacy
• Organizational trust
• Mindful and enabling school structures
• School climate and culture
• Social psychology of administration

Teaching

• Organizational Theory; Introduction to Educational Administration; Organizational Dynamics; School Culture

Selected Publications

Recent Books

• Hoy, A. W., & Hoy, W. K. (in press). Instructional leadership: A research-based guide to learning in schools 3rd edition. Boston: Allyn and Bacon.
• Hoy, W. K. & Tarter, C. J. (2008). Administrators solving the problems of practice: Decision-making cases, concepts, and consequence, 3rd edition. Boston: Allyn & Bacon.
• Hoy, W. K. & Miskel, C. G. (2008). Educational administration: Theory, research, and practice, 8th edition. New York: McGraw-Hill.
• DiPaola, M. & Hoy, W. K. (2008). Principals improving instruction: Supervision, evaluation, and professional development. Boston: Allyn and Bacon.

Recent Edited Books

• Hoy, W. K. & DiPaola, M. (2007). Essential ideas for the reform of American schools. Greenwich, CT: Information Age.
• Hoy, W. K. & Miskel, C. G. (2006). Contemporary issues in educational policy and school outcomes. Greenwich, CT: Information Age.
• Hoy, W. K. & Miskel, C. G. (2005). Educational leadership and reform. Greenwich, CT: Information Age.
• Hoy, W. K. & Miskel, C. G. (2004). Educational organizations, policy and reform: Research and measurement. Greenwich, CT: Information Age.
• Hoy, W. K. & Miskel, C. G. (2003). Studies in leading and organizing schools. Greenwich, CT: Information Age.
• Hoy, W. K. & Miskel, C. G. (2002). Theory and research in educational administration. Greenwich, CT: Information Age.

Recent Articles

• Hoy, W. K., & Smith, P. A. (2007). Influence: A key to successful leadership. The International Journal of Educational Management, 21, 158-167.
• Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425-446.
• McGuigan, L. & Hoy, W. K. (2006). Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students. Leadership and Policy in Schools, 5, 203-229.
• Hoy, W. K., Gage, Q. & Tarter, C, J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42, 236-255.
• Cybulski, T., Hoy, W. K., & Sweetland, S. R. (2005). The roles of collective efficacy and fiscal efficiency in school achievement. The Journal of Educational Administration, 43, 439-461.
• DiPaola, M., & Hoy, W. K. (2005). Organizational properties that foster organizational citizenship. Journal of School Leadership, 15, 391-410.
• DiPaola, M., & Hoy, W. K. (2005). Organizational citizenship of faculty and student achievement. The High School Journal, 88, (3), 35 - 44.
• Geist, J., & Hoy, W. K. (2004). Cultivating a culture of trust: Enabling school structure, teacher professionalism, and academic press. Leading and Managing, 10, 1-18.
• Tarter, C. J., & Hoy, W. K. (2004). A systems approach to quality in elementary schools: A theoretical and empirical analysis. Journal of Educational Administration, 42, 539-554.
• Sinden, J. E., Hoy, W.K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42, 462-478.
• Goddard, R. G., LoGerfo, L. & Hoy, W. K. (2004). High school accountability: The role of collective efficacy. Educational Policy, 18 (30), 403-425.
• Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical development, empirical evidence, and future directions. Educational Researcher, 33, 3-13.
• Hoy, W. K. & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18, 250-259.
• Smith, P. A., & Hoy, W. K. (2004). Teachers' Perceptions of Student bullying: A conceptual and empirical analysis. Journal of School Leadership. 4, 308-326.
• Sinden, J., Hoy, W. K., & Sweetland, S. R. (2004). Enabling school structures: Principal leadership and organizational commitment of teachers. Journal of School Leadership, 14, 195-210.
• Hoy, W. K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research, and practical consideration. Journal of Educational Administration, 41, 87-108.
• Hoy, W, K., Smith, P. A., & Sweetland, S, R, (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86, (2), 38-49.
• Hoy, W. K. (2002). Faculty trust: A key to student achievement. Journal of School Public Relations, 23, (2), 88-103.
• Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38, 77-93.
• Hoy, W. K. (2001). The pupil control studies: A historical, theoretical, and empirical analysis. Journal of Educational Administration, 39, 424-441.
• Smith, P.A., Hoy, W.K., & Sweetland, S.R. (2001), Organizational health of high schools and dimensions of faculty trust, Journal of School Leadership, 11, 135-151.
• DiPaola, M., & Hoy, W. K. (2001). Formalization, conflict, and change. International Journal of Management Education, 15, 238-244.
• Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and nature of enabling school structure. Educational Administration Quarterly, 37. 296-321.
• Goddard, R. D., Tschannen-Moran, M., & Hoy, W, K. (2001). Teacher trust in students and parents: A multilevel examination of the distribution and effects of teacher trust in urban elementary schools. Elementary School Journal, 102, 3-17.
• Sweetland, S. R., & Hoy, W. K. (2001). Varnishing the truth: Principals and teachers spinning reality. Journal of Educational Administration, 39, 282-293.
• Nestor-Baker, N., & Hoy, W. K. (2001). Tacit knowledge of school superintendents: Its nature, meaning, and content. Educational Administration Quarterly, 37, 86-129.
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-508.
• Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 547-593.
• Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement: A multi-level analysis. Educational Administration Quarterly, 36, 683-702.
• Sweetland, S. R., & Hoy, W. K. (2000). School characteristics: Toward an organizational model of student achievement. Educational Administration Quarterly, 5, 703-729.
• Hoy, W. K., & Sweetland, S. R. (2000). Bureaucracies that work: Enabling not coercive. Journal of School Leadership, 10, 525-541.
• Miller, D. M. & Hoy, W. K. (2000), A culture of openness: Toward a model of middle school effectiveness. Research in Middle Level Education, 23, 49-64.
• Tschannen-Moran, M., Firestone, W., Hoy, W. K., & Johnson, S. M. (2000). The write stuff: A study of productive scholars in educational administration. Educational Administration Quarterly, 36, 340-358