Leadership and Trust

Building Trust through Authentic Leadership

Previous studies have delved into how leaders establish trust with their faculty by practicing authentic leadership. Leaders who foster trust through transparent communication and kindness instill hope in their team, a fundamental element of authentic leadership (Brown, 2018). Trust between principals and teachers is reinforced when leaders act authentically, consistently aligning their behaviors with their values (Mishra et al., 2022). Authentic leaders demonstrate the courage to be genuine, act on their convictions, and take accountability for errors instead of deflecting blame or distorting the truth (Tschannen-Moran & Gareis, 2015). Authenticity also involves recognizing limitations while staying true to one's values (Mishra et al., 2022).

Research indicates that authentic leaders not only speak honestly and act accordingly but also embrace novel ideas (Brown, 2018; Mishra et al., 2022). These leaders take ownership of both successes and failures, dedicate time to introspecting their fears and emotions, and remain curious about their blind spots (Brown, 2018). They lead with empathy, fostering secure and supportive environments for their teams (Brown, 2018).

Conversely, principals who habitually shift blame risk breeding distrust among their faculty. In contrast, authentic leaders treat faculty as respected individuals rather than tools to be manipulated (Tschannen-Moran & Gareis, 2015). The perception of a leader's authenticity significantly impacts the level of trust among faculty in a school. A leader's genuine nature, not a role they play, underlies this trust (Tschannen-Moran & Gareis, 2015). For example, being transparent and authentic nurtures more trusting relationships (Kim et al., 2023). Authentic leaders serve as influential role models, building trust by expressing their true selves, demonstrating openness and honesty, and setting clear expectations for their staff (Kim et al., 2023). This fosters a culture where staff feel valued, empowered, and more engaged in their work (Kim et al., 2023).

Enhancing Trust through Shared Leadership

Faculty trust has also been examined through the perspective of shared leadership. Principals who promote trust actively encourage shared leadership, offering opportunities for faculty to access information and have a say in decisions affecting schoolwide systems (Tschannen-Moran & Gareis, 2015). Mutual trust is demonstrated through faculty participation and decision-making authority, which improves communication and problem-solving within the school. When trust is present, faculty are more inclined to communicate openly and confidently, leading to greater assurance in the accuracy of information shared by the principal. This open communication results in higher faculty satisfaction with the leader (Tschannen-Moran & Gareis, 2015).

Research emphasizes how shared leadership empowers individuals to lead initiatives aligned with their passions, expertise, and skills, aiding the organization in achieving its objectives. Instructional leadership, as a collective responsibility, is crucial for sustainable school improvement. Rather than relying solely on the principal, schools should cultivate leadership capabilities across the entire school community (Lambert, 2002). Schools that embrace shared leadership often establish study groups, vertical learning communities, leadership teams, and an integrated school improvement process (Lambert, 2002).

Study groups, which may involve discussions on school achievement data or student learning assumptions, encourage collaborative inquiry. Vertical learning communities, comprising teachers from aligned grades (e.g., K-2), collaborate on instruction, curriculum design, discipline, and family engagement. Leadership teams focus on data analysis to plan, monitor, and implement school improvement strategies. An integrated school improvement process addresses the needs of all students, with teacher leaders and staff taking charge of identifying issues, proposing solutions, and effecting changes. During these processes, peers support each other to become more effective educators (Lambert, 2002).

Previous research has demonstrated that shared leadership optimizes team effectiveness and fortifies trust. Principals who establish trusting environments empower teachers to make decisions that enhance their professional capabilities (Zheng et al., 2019). In shared leadership teams, members assume leadership responsibilities as required, enabling quicker responses to the complex challenges schools encounter (Northouse, 2022). While shared leadership entails risks for faculty stepping beyond formal roles, teams engaging in shared leadership experience reduced conflict, increased trust, and enhanced cohesion compared to those that do not (Northouse, 2022).