(Leithwood, Seashore Louis, Anderson, & Wahlstrom,, 2004). There are extensive research studies on the effective leadership and characteristics of highly functioning schools with several common elements including trust building, collaboration, and professional learning opportunities (Copland, 2003; Forsyth et al., 2011; M. Fullan, 2014b; Tschannen-Moran, 2014) (Shannon & Bylsma,, 2007); however there are very few studies within the setting of a newly opened school (Goennier, 2006; Holmes, 2009). In an effort to alleviate overcrowding, the construction of new schools may be a top priority for district leaders; however, with research supporting a link between school leadership practices and student achievement it may be just as important to
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There is also evidence that supports the connection between school leadership and trust in schools (Anthony S. Bryk, 2002). The 2013 and 2014 issues of the Texas Study of Secondary Education for members of the Texas Association of Secondary School Principals both include articles from studies that illustrate the importance for principals to build trust in schools. One of the articles included a study that examined a principal’s use of trust building strategies in an effort to improve the school climate (Scarbrough & Kearney, 2014). This study was conducted in a Texas middle school setting with a newly appointed principal who, after attending a professional development training on trust building with the research group, was able to demonstrate the effectiveness of strategic trust building strategies on improving school climate and achievement in his middle school. The increase in the number of articles and studies involving trust in schools that are being written in school leadership publications, may be an indication that school principals are recognizing the importance of trust in school and looking for strategies to help build that …show more content…
Student performance, school cultural and systemic processes have also been connected with relationships characterized with trust among school members (Macneil et al., 2009). The impact from the decisions of school principals who understand the importance of building capacity for trust through effective organizational trust building efforts has been researched and linked with positive student outcomes (Beaver & Weinbaum, 2012; Copland, 2003). According to Forsyth (2011), trust in school is directly related to the feelings of vulnerability, risk and interdependence. With teachers, this concept of trust would manifest itself in a variety of settings where they would be in a position of working together towards common goals. Effective group collaboration towards common goals requires a level of trust among group members (Mitchell et al., 2011). In today’s society where technology has created a common platform allowing connections to be formed between individuals from anywhere in the world, the need for trust and trust building skills has become increasingly apparent (Kramer & Tyler, 1995). Corporate leaders around the world are finding it beneficial, if not necessary, to develop in their employees an increased capacity for trust building (Hassan, Toylan, Semerciöz, & Aksel, 2012). Cultivating trusting
There is also evidence that supports the connection between school leadership and trust in schools (Anthony S. Bryk, 2002). The 2013 and 2014 issues of the Texas Study of Secondary Education for members of the Texas Association of Secondary School Principals both include articles from studies that illustrate the importance for principals to build trust in schools. One of the articles included a study that examined a principal’s use of trust building strategies in an effort to improve the school climate (Scarbrough & Kearney, 2014). This study was conducted in a Texas middle school setting with a newly appointed principal who, after attending a professional development training on trust building with the research group, was able to demonstrate the effectiveness of strategic trust building strategies on improving school climate and achievement in his middle school. The increase in the number of articles and studies involving trust in schools that are being written in school leadership publications, may be an indication that school principals are recognizing the importance of trust in school and looking for strategies to help build that …show more content…
Student performance, school cultural and systemic processes have also been connected with relationships characterized with trust among school members (Macneil et al., 2009). The impact from the decisions of school principals who understand the importance of building capacity for trust through effective organizational trust building efforts has been researched and linked with positive student outcomes (Beaver & Weinbaum, 2012; Copland, 2003). According to Forsyth (2011), trust in school is directly related to the feelings of vulnerability, risk and interdependence. With teachers, this concept of trust would manifest itself in a variety of settings where they would be in a position of working together towards common goals. Effective group collaboration towards common goals requires a level of trust among group members (Mitchell et al., 2011). In today’s society where technology has created a common platform allowing connections to be formed between individuals from anywhere in the world, the need for trust and trust building skills has become increasingly apparent (Kramer & Tyler, 1995). Corporate leaders around the world are finding it beneficial, if not necessary, to develop in their employees an increased capacity for trust building (Hassan, Toylan, Semerciöz, & Aksel, 2012). Cultivating trusting