Wayne Hoy

Dr. Wayne K. Hoy is professor emeritus of education in the college's Department of Educational Studies. He was the Novice Fawcett Chair in Educational Administration from 1994 until 2013. Prior to teaching at Ohio State, Hoy spent 26 years was a distinguished professor, department chair, and Associate Dean for Academic Affairs at Rutgers University. He is a Fellow of the American Educational Research Association; recipient of the Roald Campbell Lifetime Achievement Award in Educational Administration; Past President of the University Council for Educational Administration (UCEA); Past Secretary-Treasurer of the National Conference of Educational Administration (NCPEA); recipient of the Lindback Award for Distinguished Teaching; and in June of 2018, he was inducted into the College of Education and Human Ecology Hall of Fame at The Ohio State University.

Professor Hoy has published research in the areas of pupil control, collective sense of efficacy, organizational climate, organizational culture, empowerment, collective trust, teacher self-efficacy, school leadership, decision making, enabling school structures, school mindfulness, student alienation, student achievement, school effectiveness, and school academic optimism. His work appears in the Journal of Educational Psychology, Sociology of Education, American Educational Research Journal, Educational Researcher, Review of Research in Education, Academy of Management Review, Elementary School Journal, School Review, Educational Administration Quarterly, Journal of Educational Administration, Planning and Changing, Interchange, Journal of Experimental Psychology, Journal of Educational Research, High School Journal, Journal of Educational and Psychological Consultation, Leading and Managing, Journal of School Public Relations,Journal of Research in Science Teaching,Science Education, Alberta Journal of Educational Research, Journal of Teacher Education, International Journal of Educational Management, Canadian Administrator, Journal of School Leadership, and Journal of Research and Development in Education.

His text, Educational Administration: Theory, Research, and Practice(McGraw Hill), is in its 9th edition and is the most widely read text in educational administration. It is published in many different languages and is referenced in countries around the world. He has authored 12 books, which range from textbooks in educational administration, supervision, decision making, instructional leadership, and quantitative analysis to research treatises on school climate, pupil control ideology, and collective trust. With his wife, Anita Woolfolk Hoy, he most recently published the 5th edition ofInstructional Leadership: A Research-Based Guide to Learning in Schools.

 

A comprehensive summary of Dr. Hoy’s experience, research, and scholarship.

• DEd, Educational Administration, The Pennsylvania State University, 1965
• MEd, Educational Administration, The Pennsylvania State University, 1962
• BS, Mathematics, Lock Haven State College, 1959

Selected Books

• Hoy, A. W., & Hoy, W. K. (2020). Instructional leadership: A research-based guide to learning in schools (5th ed.). New York: Pearson.
• Hoy, W, K. & Adams, Curt (2016). Quantitative research in education: A primer 2nd edition. Thousand Oaks, CA: Sage. 
• DiPaola, M. & Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Greenwich, CT: Information Age. 
• Hoy, W. K. & Miskel, C. G. (2013). Educational administration: Theory, research, and practice, 9th edition. New York: McGraw-Hill. 
• Forsyth, P. B., Adams, C., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York: TC Press. Hoy, W. K. & Tarter, C. J. (2008).
• 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., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin Press. 
• Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change, Secondary Edition. Thousand Oaks, CA: Corwin Press. 
• Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage. 
• Hoy, W. K., & Forsyth, P. (1986). Effective supervision: Theory into practice. New York: Random House. 
• Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school and pupil control ideology. University Park, Pa.: Penn State Press, Monograph No. 24. 

Selected Edited Books

• Hoy, W. K. & DiPaola, M. (2015). Leadership and School Quality. 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. (2004). Educational organizations, policy and reform: Research and measurement. Greenwich, CT: Information Age. 

Selected Articles

• Hoy, W. K. (2020, April 22). Persistence, prudence, and a few possibilities. Acquired Wisdom Series, S. Nieto, F. Erickson & P. Winne (Eds.). Education Review, 27. https://edrev.asu.edu/index.php/ER/article/view/2939
• Bailes, L. & Hoy, W. K. (2014). Designing school contexts for achievement: Paternalism or libertarianism? International Journal of Educational Management, 28, 484-497. 
• Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration, 50, 76-97. 
• Hoy, W. K. & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47, 427-445.
• Hoy, W. K., & Tarter, C. J. (2011). Power principles for educational leaders: Research into practice. International Journal of Educational Management, 25, 124-133. 
• Hoy, W. K., & Tarter, C. J. (2010). Swift and smart decision making: Heuristics that work. International Journal of Educational Management, 24, 351-358. 
• Beard, K. S. & Hoy, W. K. (2010). The nature, meaning, and measure of teacher flow: A test of rival hypotheses. Educational Administration Quarterly, 46, 426-458. 
• 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. 
• 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. 
• 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. 
• Hoy, W. K. (2001). The pupil control studies: A historical, theoretical, and empirical analysis. Journal of Educational Administration, 39, 424-441. 
• 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. 
• Hoy, W. K., & Sweetland, S. R. (2000). Bureaucracies that work: Enabling not coercive. Journal of School Leadership, 10, 525-541. 
• Hoy, W. K. & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208. 
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. 
• Hoy, W. K., & Tarter, C. J. (1993). A normative model of shared decision making. Journal of Educational Administration, 31, 4-19. 
• Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300. 
• Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
• Hoy, W. K. (1972). Dimensions of student alienation and characteristics of public high schools. Interchange, 3, 38-51.  
• Hoy, W. K., & Rees, R. (1974). Subordinate loyalty to immediate superior: A neglected concept in the study of educational administration. Sociology of Education, 47, 268-286. 
• Hoy, W. K. (1969). Pupil control ideology and organizational socialization: A further examination of the influence of experience on the beginning teacher. School Review, 77, 257-265.