Trusting the Principal: A Phenomenological Study of Faculty Perceptions of Trustworthy Traits and Leadership Behaviors

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.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2022

Author dc:creator

• Steele, Laura

Advisor dc:contributor.advisor

• Winter, Kathryn

• Communities Of Practice
• Faculty Trust
• Interpretative Phenomenological Analysis
• Principal Leadership
• Teacher Job Satisfaction

Statement 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.

Language dc:language.iso

en_US

Repository record dc:identifier.uri

https://cdr.creighton.edu/handle/10504/153884

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/153884