Abstract
To develop trust, leaders must understand the determinants of a trusting organization. This study examined how an elementary school principal, new to a school that had been designated in need of improvement, reacted to this status and worked to develop trust in a climate of low trust and increasing public accountability. Hoy and Tschannen-Moran (1999), after having tested five facets of trust in their research of schools, present trust as a multidimensional construct. Using their model, this study examined how trust emerged between the principal and the teachers and between the principal and the parents. Specifically, this article describes and analyzes 10 practices that illuminate each of the five facets of trust. Ultimately, trust was found to be a powerful support for school improvement in this setting.
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