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CHAPTER TWO

How Can I Earn Trust?

In collaborative leadership, trust is essential. Research bears this out. Educational professors Megan Tschannen-Moran and Wayne K. Hoy’s (1998) study demonstrates a significant direct correlation between trust and how often a teacher collaborates with the principal and with colleagues: “Faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior” (p. xx). You will find action steps for building trust later in this chapter (page 22).

While trust is critical, its existence is not always obvious. Joel Peterson (2016) discusses how when trust is low, organizations move toward using power as an influencer—that doesn’t coincide with collaboration. On the other hand, when one person trusts another, he or she spends less energy protecting him- or herself and, therefore, feels safe to take risks (Edmonson, 2004; Jarvenpaa, Knoll, & Leidner, 1998). That feeling is known as psychological safety (Edmonson, 2004).

Anthony S. Bryk, president of the Carnegie Foundation for the Advancement of Teaching, and Barbara Schneider (2002), Michigan State University College of Education distinguished professor, say you can get an idea of how well teachers trust their principal by how they address the statements on page 18 about trustworthy characteristics. Depending on the leadership structure and the setting, these statements could be adapted to say team leader, leadership team, superintendent, or other leaders. Visit go.SolutionTree.com/leadership for a link to these statements.

Consider asking your teams to anonymously address these statements at the end of each semester to get a clear idea of where you stand.

• It’s OK in this school to discuss feelings, worries, and frustrations with the principal.

• The principal looks out for the personal welfare of the faculty members in this school.

• I take the principal at his or her word.

• The principal in this school is an effective manager, who makes the school run smoothly.

• The principal places students’ needs ahead of his or her political interests.

• The principal has confidence in the teachers’ expertise.