Abstract
This inquiry is an analysis of faculty trust. First, the complex nature and meaning of the construct is explored, including its many facets, and a comprehensive definition of trust is proposed. Then the relationship between faculty trust in students and parents and its impact on student achievement is examined in a diverse sample of 97 high schools. Finally, based on the findings of the study, a set of recommendations is proposed for boards and school leaders to build, improve, and nurture trust among students, parents, and teachers.
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