{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/153884"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/153884","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"Trusting the Principal: A Phenomenological Study of Faculty Perceptions of Trustworthy Traits and Leadership Behaviors","abstract":"This qualitative phenomenological study explored the traits and leadership behaviors primary and secondary teachers perceive as trustworthy in a principal and how trust in the principal contributes to teachers’ job satisfaction. Fifteen primary and secondary teachers participated in semi-structured interviews, and transcripts were coded in a multi-cycle approach to identify themes with a recurrence rate of 30% or greater. The study found teachers perceived trustworthy principals as being benevolent, honest, and competent. Data analysis generated a list of eight principal leadership behaviors that build and maintain teacher trust. Findings from the study also suggest trust in the principal has a significant impact on elementary and middle school teachers’ overall job satisfaction and a moderate impact on high school teachers’ overall job satisfaction. To address the complex, real-world problem of the growing teacher turnover rate, the study proposed the creation of a professional development seminar and online community to share trust research in order to assist principals with building teacher trust and improving teachers’ job satisfaction as an initial evidence-based solution to a broader action plan.","abstract_html":"This qualitative phenomenological study explored the traits and leadership behaviors primary and secondary teachers perceive as trustworthy in a principal and how trust in the principal contributes to teachers’ job satisfaction. Fifteen primary and secondary teachers participated in semi-structured interviews, and transcripts were coded in a multi-cycle approach to identify themes with a recurrence rate of 30% or greater. The study found teachers perceived trustworthy principals as being benevolent, honest, and competent. Data analysis generated a list of eight principal leadership behaviors that build and maintain teacher trust. Findings from the study also suggest trust in the principal has a significant impact on elementary and middle school teachers’ overall job satisfaction and a moderate impact on high school teachers’ overall job satisfaction. To address the complex, real-world problem of the growing teacher turnover rate, the study proposed the creation of a professional development seminar and online community to share trust research in order to assist principals with building teacher trust and improving teachers’ job satisfaction as an initial evidence-based solution to a broader action plan.","abstract_has_math":false,"creators":["Steele, Laura"],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Winter, Kathryn"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T01:52:03Z","subjects":["Communities Of Practice","Faculty Trust","Interpretative Phenomenological Analysis","Principal Leadership","Teacher Job Satisfaction"],"languages":["en_US"],"rights":["Copyright is retained by the Author. 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The study found teachers perceived trustworthy principals as being benevolent, honest, and competent. Data analysis generated a list of eight principal leadership behaviors that build and maintain teacher trust. Findings from the study also suggest trust in the principal has a significant impact on elementary and middle school teachers’ overall job satisfaction and a moderate impact on high school teachers’ overall job satisfaction. To address the complex, real-world problem of the growing teacher turnover rate, the study proposed the creation of a professional development seminar and online community to share trust research in order to assist principals with building teacher trust and improving teachers’ job satisfaction as an initial evidence-based solution to a broader action plan."]},{"key":"dc:title","label":"Title","values":["Trusting the Principal: A Phenomenological Study of Faculty Perceptions of Trustworthy Traits and Leadership Behaviors"]}]}],"canonical_facts":{"dc:contributor.advisor":["Winter, Kathryn"],"dc:creator":["Steele, Laura"],"dc:date.accessioned":["2024-07-03T20:06:33Z"],"dc:date.available":["2024-07-03T20:06:33Z"],"dc:date.issued":["2022"],"dc:description":["2022"],"dc:description.abstract":["This qualitative phenomenological study explored the traits and leadership behaviors primary and secondary teachers perceive as trustworthy in a principal and how trust in the principal contributes to teachers’ job satisfaction. Fifteen primary and secondary teachers participated in semi-structured interviews, and transcripts were coded in a multi-cycle approach to identify themes with a recurrence rate of 30% or greater. The study found teachers perceived trustworthy principals as being benevolent, honest, and competent. Data analysis generated a list of eight principal leadership behaviors that build and maintain teacher trust. Findings from the study also suggest trust in the principal has a significant impact on elementary and middle school teachers’ overall job satisfaction and a moderate impact on high school teachers’ overall job satisfaction. To address the complex, real-world problem of the growing teacher turnover rate, the study proposed the creation of a professional development seminar and online community to share trust research in order to assist principals with building teacher trust and improving teachers’ job satisfaction as an initial evidence-based solution to a broader action plan."],"dc:identifier.uri":["https://cdr.creighton.edu/handle/10504/153884"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"dc:subject":["Communities Of Practice","Faculty Trust","Interpretative Phenomenological Analysis","Principal Leadership","Teacher Job Satisfaction"],"dc:title":["Trusting the Principal: A Phenomenological Study of Faculty Perceptions of Trustworthy Traits and Leadership Behaviors"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T01:52:03Z"}