Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
The purpose of this study is to examine the relationship of trust between principals and teachers. The problem identified that few scholars have examined the perceptions of trust of Hispanic Teachers and Administrators to determine if there are similarities or differences, and how this is sustained to improve student achievement. The reviewed literature argues that school administrators need to carefully assess if their interactions include characteristics of building trust because it may be related to student academic achievement. This research study was quantitative and conducted in Brownsville, Texas in Cameron County. The Brownsville ISD is comprised of 37 elementary schools and a total of eight schools were chosen for this study. A criterion was developed that determined eligibility for teacher sampling. The data collection followed the guidelines and approval of The University of Texas at Brownsville (UTB) University Institutional Review Board (IRB). Both the teacher and principal survey were completed using an online survey website called Survey Monkey. The data was analyzed using an SPSS software package. The data was used to identify and examine the perceptions of principals and teachers about mutual trust through SPSS data analysis procedures. Modified versions of Wolfe’s (2010) original 39-item Mutual Trust and Job Satisfaction Survey instruments were used to examine the variables and perceptions of trust of teachers and principals. The 42-item question survey instruments were used to measure the five facets of trust between principals and teachers in elementary schools. They include benevolence, competence, honesty, openness, and reliability. There were eight schools that participated in the study and 29 principals. The surveys provided information about beliefs, perceptions and attitudes of teachers and principals with regard to trust, as well as how to develop and sustain trust. The identification of differences between the perceptions of principals and teachers regarding behaviors needed to develop trust are also included. There were three questions that guided this research. Q1: What perceptions do teachers identify a principal should display in order to develop a teacher’s trust? Q2: What perceptions do principals identify a teacher should display in order to develop a principal’s trust? Q3: What are the similarities between the perceptions of principals and teacher regarding behaviors needed to develop trust? Similar data analysis procedures were conducted for Question 1 and 2. The researcher used the SPSS program to run Descriptive Statistics to observe the frequency responses and further ran a Kruskal-Mallis test to recognize pair differences. The descriptive analysis was used to examine each facet of trust and identified the highest mean of each facet as the perceptions principals identified as teachers displaying in order to develop trust. In the final Question 3, overall the behaviors associated with building trust were found in the facets of benevolence and openness. Keywords associated with the facet of trust include supportive, showing respect, confidential conversations, and fairness. In regards to the facet of openness, the keywords associated with this facet were good communication skills and an open door policy. Communication included teachers being able to give input in campus decision making.
University of Texas Brownsville