ERIC Number: ED481987
Record Type: RIE
Publication Date: 2003-Sep
Building Trusting Relationships for School Improvement: Implications for Principals and Teachers. By Request Series.
Brewster, Cori; Railsback, Jennifer
This booklet examines the issue of trust within the context of school improvement. Specifically, it looks at teacher-teacher and teacher-principal relationships. Drawing on existing research and the experiences of individual schools, it offers a summary of current literature and identifies specific steps that educators can take to increase the level of trust in their schools. It discusses in some detail the following topics: (1) the key components of trust, which are benevolence, reliability, competence, honesty, and openness; (2) what the research says about trust; (3) the obstacles to building and maintaining trust in schools; (4) building trust between principals and teachers; and (5) building trust among teachers. Included in the booklet are profiles of 2 schools working on school improvement, summaries of 6 research projects on trust in schools, a list of additional resources, and 30 references. (WFA)
Descriptors: Administrator Attitudes, Administrator Guides, Collegiality, Educational Improvement, Elementary Secondary Education, Instructional Leadership, Interprofessional Relationship, Organizational Climate, Participative Decision Making, School Administration, School Policy, Teacher Administrator Relationship, Teacher Attitudes, Teacher Collaboration, Teacher Rights, Teacher Welfare, Trust (Psychology)
Northwest Regional Educational Laboratory, 101 S.W. Main St., Suite 500, Portland, OR 97204. Tel: 503-275-9500; e-mail: firstname.lastname@example.org; Web site: http://www.nwrel.org/request. For full text: http://www.nwrel.org/request/2003sept/trust.pdf.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.
Note: Published three times per year.