This article reports the results of a survey of school
principals about trust between professionals in educational institutions.
Although my sabbatical project is less concerned about the opinions of grade
school principals, there is some food for thought in here that can be
translated to community college institutions.
Early in the article Cranston describes three types
of trust. The first is organic trust: trust based upon a belief in the moral
authority of an institution. The second is contractual trust: trust based upon
mandatory obligations. The third, and most pertinent to me (and also the main
subject of this article), is relational trust: trust based upon social exchanges
and social relations between institutional members.
While structural elements (e.g., implementing student
success programs) are necessary to create institutional and student success,
relational trust is the “glue required to cohere teaching staff to a common
purpose”. In short, relational trust is a necessary precondition for the
success of implemented programs.
Relational trust is not created by a program, however.
It forms when individuals within the institution create norms of safety,
risk-taking, and change orientation. Relational trust is not mandated; it is
fostered, built, and sustained.
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