Connecting Collective Efficacy, Trust, and Principal Leadership: A Case Study of Stonefields Primary School in New Zealand

Abstract

PurposeThis case study considered the relationship between collective efficacy, trust and principal leadership within Stonefields School, a unique primary school in New Zealand. Methods: A total of 24 surveys and 32 interviews were conducted among teachers, administrators, and staff based on Tschannen-Moran’s efficacy (both self- and collective) and trust scales. Findings: Survey results revealed a significant positive relationship between self-efficacy and collective efficacy. In addition, faculty and staff at this school demonstrated high trust in their principal and clients (students and parents) compared to other schools but average trust among teachers, as well as higher overall collective efficacy. Qualitative analysis of faculty and staff interviews revealed 14 facets that were grouped into four themes: cultural, intrinsic, relational, and transactional. Findings also included a connection between trust and collective efficacy and a significant correlation with the principal’s leadership role in fostering both, as well as a connection between the 14 facets and efficacy, trust, and enabling school structures. Implications: Principal’s effect on student achievement is indirect, therefore, principals must focus their efforts on improving the school culture and developing a shared vision centered on student achievement. Collective efficacy and trust are positively associated with student achievement and are two variables that can be influenced by principals’ leadership and facilitated by district administrators, superintendents and school board members.