Investigating Teacher Trust towards Principal in High Performing Schools: Comparisons on Teacher Demographic Profiles

Abstract

This study examines whether teachers in the high performing schools have high levels of trust towards their principal. The study also compares differences in teacher demographic profiles based on their teaching experiences, academic qualifications, age, types of schools and gender. A total of 250 teachers from five selected high performing schools were randomly selected based on teacher trust levels. The study used Tschannen-Moran's (2004) model of trust as instrument, which included benevolence, reliability, competence, honesty and openness as facets of trust. The findings reveal that generally teachers in high performing schools agree to their principals showing these five facets of trust at a high level. Openness facet places the highest level of trust, followed by reliability. On the other hand, facets of benevolence exhibit the lowest level of teacher trust onto principal. Furthermore, the findings unveil significant difference between the premier types within the suburban school in the sampled schools. Theoretical and practical implications of the findings are also addressed.