“In a high-trust relationship, you can say the wrong thing, and people will still get your meaning. In a low-trust relationship, you can be very measured, even precise, and they’ll still misinterpret you.” (Covey & Merrill, 2006)
Trust is a vital element in the success of any organisation, and its significance is amplified in the context of educational institutions. When there is a strong foundation of trust among teachers, support staff, educational leaders, office staff, students, and families, it fosters a positive environment that is conducive to growth, collaboration, and innovation.
In this blog post, I will explore the benefits of trust in educational organisations, particularly its impact on staff wellbeing, agency, and how it extends to relationships with students and families, ultimately enhancing academic outcomes.
It comes from a place of intentional research and professional learning, and links to observations I have made across many educational communities. I have attempted to make practical suggestions that I have worked on through my leadership role and classroom practice.
Trust and Staff Wellbeing
A study by Bryk and Schneider (2002) highlights that trust is a core resource for school improvement. When teachers and staff members feel trusted and respected by their leaders, they experience a boost in their overall wellbeing. Trusting environments reduce stress and burnout among staff, leading to lower absenteeism rates. Moreover, teachers who feel supported and trusted are more likely to be engaged and motivated in their work, resulting in a positive impact on the overall school climate.
The positive impact on overall wellbeing and engagement, trust in educational organisations also fosters a culture of continuous professional development. When teachers and staff feel trusted, they are more inclined to seek out and participate in professional learning opportunities. They are open to feedback and constructive criticism, seeing it as a pathway for growth rather than a judgement of their abilities. This creates a learning community where educators are continuously striving to improve their practice, stay updated with the latest research and teaching methods, and implement innovative strategies in the classroom.
Furthermore, trust among staff members enhances teamwork and collaboration. When individuals feel safe and supported, they are more willing to share their ideas, insights, and expertise with their colleagues. This exchange of knowledge and best practices leads to a collective improvement in teaching methods and student learning outcomes. Collaborative teams are better equipped to address challenges and solve problems effectively, leading to a more efficient and supportive work environment.
The benefits of trust within the staff body extend to the relationship between teachers and students. Teachers who feel trusted and respected by their colleagues are more likely to extend that trust to their students. This creates a positive feedback loop where students reciprocate the trust and respect they receive, leading to stronger teacher-student relationships. Such relationships are critical in fostering a positive learning environment where students feel comfortable asking questions, expressing their opinions, and taking risks in their learning journey.
Trust, therefore, is a cornerstone of school improvement, positively impacting staff wellbeing, engagement, professional development, and collaboration. As educational leaders prioritise building and nurturing trust within their organisations, they lay the foundation for a thriving learning community.
Trust and Staff Agency
“The first job of a leader—at work or at home—is to inspire trust. It’s to bring out the best in people by entrusting them with meaningful stewardships, and to create an environment in which high-trust interaction inspires creativity and possibility.” (Covey & Merrill, 2006)
In educational organisations where trust is prevalent, staff members are empowered with a sense of agency in decision-making and risk-taking. Hargreaves (2003) emphasises the importance of trust in fostering successful school improvement. When leaders trust their staff to make decisions and take calculated risks, it creates an environment where innovation and creativity flourish. Staff members feel a greater sense of ownership over the organisation's mission, leading to increased commitment and dedication to achieving shared goals.
To nourish innovation and creativity, a culture of trust that encourages staff agency in decision-making and risk-taking can lead to continuous improvement in educational organisations. When teachers and staff are trusted to take ownership of their work, they become more invested in seeking professional growth and development. This sense of ownership motivates them to engage in reflective practices, collaborate with colleagues, and participate in professional development opportunities, all of which contribute to their ongoing learning and improvement as educators.
When staff members are empowered to take calculated risks, they are more likely to experiment with new teaching methods and instructional approaches. These pedagogical innovations can lead to the discovery of more effective teaching strategies, resulting in better student engagement and achievement. As staff members feel their contributions are valued and their voices are heard, they are more likely to remain committed to the organisation's mission in the long run, leading to a stable and dedicated workforce that is continuously striving for excellence in education.
People, Processes and Systems
To truly understand the power trust has to advance the achievement of people, processes and systems, I like to relate it to some experiences from my own life.
One of the best examples of trust I can think of is the faith shown between athletes and their coaches. As a high level gymnastics coach, it is my role to ensure the gymnast performs well but also performs safely. One of the strategies I use is to pre teach skills ahead of time so that by the time the gymnast requires it for their routine they do this with confidence. One such set of skills that I am working on with my squads at this moment is double back somersaults and double front somersaults. For my athletes to be successful, they need to trust that I can spot the skill, trust they know what to do in their flight, trust they feel the kick out and trust I will be there to help catch their landing. A lot of this trust is built through drills and practice ensuring their technique is correct prior to putting it together. This includes trampoline work, landing in pits and on built up mats, using the tumble track and lots of physical spotting. The same is true when gymnasts are training back handsprings and aerials on beam, giants, release moves, dismounts on bars, handstands on rings, somersaults of parallel bars or skills on vault.
Gymnastics, unlike many other sports when you are teaching or learning the more advanced skills, you don’t want the coach to be far off on the sidelines, you want them there right by your side in case something unexpected happens. This is why even at the Olympics and World Championships, spectators will see coaches agilely moving around the above ground equipment as their gymnast performs.
When we in education get off the sideline and begin to agilely move around and at the shoulder of our colleagues we build similar trust to that which is between athletes and their coaches. We hear others stories, feel their passions, experience their sorrows, celebrate their joys and go on a journey to see them succeed as educators. We become each other's biggest cheer squad or coach standing shoulder to shoulder.
Another time I have witnessed this level of trust is when my own children learnt to ride their bikes. As with many parents, we had them progress from the balance bike, to a small bike with training wheels to a larger bike with training wheels, to the larger bike without training wheels but with Dad (that’s me!) ever so closely chasing after them ready to catch if they lost balance. This continued until the point in which they had confidence in their own skill and mastered the ability to ride without falling. The rest is history!
This is an example of trusting the process. As a parent, I was terrified of the potential of the injury that my children could get. My choice was to be paralysed by this or move through it and deal with my emotions. I could see the joy riding a bike gave my children, in fact, I knew this joy for myself; however, I also understood the fear that both I and they had. By trusting the process, their faith in what they could do grew. This is the same for us in education. Too often, we allow fear or the potential of… to cripple us from opportunities to grow and thrive. However, by making the choice not to be paralysed, we make the decision to expand our capacity.
As a younger person, I worked in outdoor education. One of my favourite downtime activities was rock climbing and abseiling down a 60-metre cliff that was not far from my home. Each time I went out, I would be meticulous, ensuring my setup was safe and my equipment was ready. I would check my harness, helmet, figure of 8, carabiners and ropes. I would ensure my rope protectors were in places where sharp rocks could deteriorate the nylon and made certain that the slings that I used were farsend safely to the anchor points that I chose. I did this because I was putting my life in the hands of apparatus that can become damaged, weathered or faulty. Even in emergency situations, I would do this to safeguard my own health but also the health of the person who was injured.
This illustrated the trust I had in a system. The hardware I used and the manner in which I organised my equipment allowed for safe operation even when the going was tough. As educators, we have the same opportunity, even when our systems have let us down to decide to put faith in the organisation. We do this by not forgetting what has happened but by ensuring we have the protective devices to keep us safe.
Trust and Relationships with Students and Families
Trust between educators and students is fundamental in creating a conducive learning environment. When students feel trusted and respected by their teachers and administrators, they are more likely to be engaged in their studies. According to Tschannen-Moran (2004), trust matters and plays a crucial role in successful school improvement. Students who trust their teachers are more willing to take risks in their learning, ask questions, and seek help when needed. This trust creates a positive and supportive school climate that fosters academic growth and personal development.
To foster a positive school climate, trust between educators and students also enhances the learning experience leading to deeper learning (Fullan, Quinn & McEachen, 2017). When students feel trusted and respected, they are more likely to exhibit higher levels of intrinsic motivation and a sense of ownership in their education. This intrinsic motivation, as discussed by Hargreaves and Fullan (2012), leads to greater engagement and a willingness to take ownership of their learning journey. As a result, students become more proactive in setting their academic goals and exploring their interests, contributing to a deeper and more meaningful learning experience.
The impact of trust on student development extends beyond academic achievements. A study by Dietz and Hastedt (2004) found that when students feel a strong sense of trust and belonging in their school community, they experience improved emotional wellbeing and mental health. Trusting relationships with educators create a safe space for students to express themselves, share their concerns, and seek guidance when facing personal challenges. This emotional support not only positively impacts students' mental health but also cultivates essential social and emotional skills, such as empathy and resilience, which are crucial for their personal development.
Furthermore, trust goes outside the limits of the classroom to relationships with families. When families trust the school and its educators, it paves the way for a strong partnership between home and school. As a result, parents become more actively involved in their child's education. This collaboration facilitates a continuous and holistic approach to student development which creates a strong support system for students, promoting their overall success and wellbeing. As Sergiovanni (2005) suggests, when families and educators work together, they can identify and address any potential issues that may impact a student's academic progress or overall wellbeing. Regular communication and engagement with families allow educators to understand the unique needs and strengths of each student better, leading to personalised and targeted support that maximises the student's capacity.
Trust again is the foundation upon which a useful learning environment is built. It not only enhances student engagement and academic growth but also supports their emotional wellbeing and personal development. The extension of trust from educators to students and their families creates a collaborative and supportive community, nurturing each student's success and overall wellbeing throughout their educational journey. Educational organisations that prioritise trust as a core value are likely to reap the benefits of a flourishing, inclusive, and academically successful community.
Building Trust in Educational Organisations
Educational leaders play a pivotal role in cultivating a culture of high trust within their institutions. I have listed some strategies that I have employed to build and nurture trust within my school:
Transparency and Open Communication: Leaders should be transparent about their decisions, sharing the rationale behind them. Open communication channels foster trust and encourage stakeholders to voice their concerns and suggestions.
Shared Decision-Making: Involving staff, students, and families in decision-making processes empowers them and instills a sense of ownership in the organisation's direction.
Fairness and Consistency: Leaders should demonstrate fairness and consistency in their actions, treating everyone with respect and ensuring equitable treatment for all.
Recognition and Appreciation: Celebrating the successes of staff and students and acknowledging their contributions fosters a culture of appreciation and recognition.
Conclusion
To that end, trust is the backbone of successful educational organisations. By prioritising trust-building efforts, by developing people, processes and systems, leaders can create a positive and empowering environment that benefits staff wellbeing, agency, and student outcomes. Trust enhances collaboration, creativity, and innovation, making educational institutions more effective in achieving their academic mission.
Stay the Course!
References
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A relational view of school reform. Russell Sage Foundation.
Covey, S. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. Simon and schuster.
Dietz, J. S., & Hastedt, S. C. (2004). Trust and school improvement: A review of research. The Elementary School Journal, 104(3), 229-252.
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of uncertainty. Teachers College Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Tschannen-Moran, M. (2004). Trust matters: Leadership for successful school improvement. Jossey-Bass.
Sergiovanni, T. J. (2005). The principalship: A reflective practice perspective (5th ed.). Pearson Education.
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