Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Abstract

PurposeThe purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.Design/methodology/approachUsing a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.FindingsThe findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.Practical implicationsThe findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.Originality/valueThe results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.

The scientific structure and evolution of trust within performance-oriented teams research: A citation network analysis and critical review.

“…Similarly, within the educational context, conceptualizations put forth by Mayer et al (1995; e.g., Bayhan Karapinar, 2015), McAllister (1995; e.g., Berkovich, 2018), and Rousseau et al (1998; e.g., Musah et al, 2018) were adopted. Of note, a context-specific definition and measurement of trust advanced by Tschannen-Moran and Hoy (2000) were also frequently used with trust defined as, “one party’s willingness to be vulnerable to another party based on the confidence that the latter party is (a) benevolent, (b) reliable, (c) competent, (d) honest, and (e) open” (p. 556; e.g., Louis & Murphy, 2017; Weinstein et al, 2020).…”

Investigation of Students Trust Levels to Teachers, School Burnout and Academic Achievement with Structural Equation Modeling

“…Honesty is the consistency of the individual's words and actions and accepting responsibility for one's actions (Tschannen-Moran and Hoy, 2000). Openness can be defined as the amount of information shared with the other party (Musah, Abdul Rahman, Tahir, Al-Hudawi and Daud, 2018).…”