Trust in Administrators among Community College Faculty Members

Abstract

ABSTRACT While faculty trust in administrators has been studied in K-12 schools and four-year higher education institutions (HEIs), we know little about how community college faculty view of trust. Therefore, we examine trust between community college faculty and their administrators using a multicomponent definition to determine which factors of trust are important to faculty trust in administrators so that administrators may develop trust in critical faculty-administrator relationships. The current study employed a revised version of the Higher Education Faculty Trust Inventory (HEFTI) to explore how much community college faculty trust their Chairs, Deans, and Vice Presidents/Deans of Instruction in relation to years of service and experience. The quantitative survey also collected qualitative data that were compiled on high-trust relationships to create a series of best practices that reinforce desirable components of trust. Faculty exhibited higher trust levels in administrators who interacted with them regularly, had previous faculty experience, and had been in their position for at least five years. Faculty belief that an administrator was looking to move to a different administrative position negatively impacted trust. Openness, competence, and reliability were the most-cited components of trust in high-trust relationships between faculty and administrators. The dearth of research on community college faculty has left academia without clear guidance on how to strengthen the vital relationship between faculty and their administrators. When information is not shared freely, it creates uncertainty, which can negatively impact the work relationships. Suggested best practices give administrators a way to build stronger trust relationships.