Dissertation
Trust in schools: a phenomenological study of educational leaders' experience in trust
Doctor of Education (Ed.D.), Drexel University
Mar 2016
DOI:
https://doi.org/10.17918/etd-6718
Abstract
This study explored the phenomenon of educational leaders cultivating trust-based relationships in both urban and suburban 9th through 12th grade public schools. Student success has been aligned with the level of trust among the students, administrators, staff, and families on any school site. The purpose of this phenomenological study was to explore the elements that educational leaders understood to be most critical in developing trust-based relationships, through their experience, perception, and success. Through consideration of the individual lived experiences and a range of perspectives about the phenomena a better understanding of trusting relationships, trust, and being trusted has emerged; as well, new questions have surfaced. The study of the leadership problem that was undertaken was centered on the thought that prior research had suggested that miscommunication, frustration, resistance to change and disputes arose when educational leaders lacked the relational skills to develop trusting relationships; they were limited in their effectiveness in resolving conflict with other professionals on school sites. Themes emerged using in vivo coding; the four themes were identified as 1. Connectivity, 2. Reliability, 3. Integrity, and 4. Competency. In addition, attributes that contributed to the creation of obstacles to trust also emerged; the elements that create obstacles to distrust are a topic for future study. Four results that were uncovered included the ideas that trustworthy leaders' value people, are encouraging and optimistic, represent their expectations, and balance relationships and responsibilities. Recommendations were made for practical application in professional development and family engagement on each school campus; and recommendations were made for future research to further explore the attributes of trust and mistrust. The recommendations that arose from the study included the proposal that educational leaders must increase their endeavors to create a sense of community with students, colleagues, and families to support academic success and social engagement and that future research should study educational leaders' experiences with the development of mistrust and their understanding of overcoming mistrust.
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Details
- Title
- Trust in schools
- Creators
- Homer H. Johnson Jr. - DU
- Contributors
- Rod P. Githens (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 148 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6718; 991014632670504721