Abstract
The purpose of this research project was to investigate the relationship between the implementation of a distributed leadership model of professional development and faculty trust in colleagues. Data were collected from the following sources: Hoy & Tschannen-Moran’s (2003) Omnibus-T scale and semistructured focus group interviews. A series of ANOVA were performed to analyze the survey data. A priori codes, open codes, in vivo codes, and logic model analytics were used to examine focus group interview data. The findings of this study revealed a positive significant relationship between participation in the professional learning model and trust in colleagues. The results of this study confirm and expand the research supporting the positive impact of effective professional development and distributed leadership practices on trust in schools.
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