Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

This exploratory case study was designed to investigate the actions of principals that establish and maintain trust in the principal-teacher relationship. Understanding the dynamics of trust in schools, specifically between principals and teachers, is crucial to understanding how to best build trust to impact students. Given the shift in society, such as increased accountability, high-stakes testing, and the expanding use of technology, this study informs the practices of principals across contexts so that they can develop a strong culture of trust. I examined the role trust plays in promoting student achievement, improving teacher effectiveness, and enhancing school culture. In addition, I sought to examine the specific actions of principals that establish, maintain, and erode trust in the principal-teacher relationship. Through teacher questionnaires, teacher interviews, and documentation analysis, I sought to examine leadership practices through the lens of Tschannen-Moran’s (1999) five facets of trust: benevolence, reliability, competence, openness, and honesty. Results indicated the following overarching themes: How Principals Establish Trust, How Principals Maintain Trust, and How Principals Erode Trust.

Date

9-17-2026

Committee Chair

Sulentic Dowell, Margaret Mary

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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