Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
John Kellmayer I
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
Julie M. Lane
Accountability has placed immense pressure on principals leading K-12 public charter schools to increase standards for success. Overwhelmingly, principals accept the charge to produce promising results every day, despite the public scrutiny principals may ensue for not meeting the state’s standard of excellence. Principals are expected to drive high academic standards, initiate instructional vision, interact with parents, oversee policy mandates, address students’ needs, and foster relationships with teachers. The daily demands requiring principals’ attention stimulate stress and may cause principals to wrestle with prioritizing trusted relationships. The purpose of this qualitative descriptive study was to understand how principals foster relational trust with teachers in an urban Title I public charter school in Texas. Thirteen principals participated in semistructured interviews. Principals provided an operating mechanism chart and core calendar to triangulate the development of trust with teachers. The findings of this study show that when principals identified a personal or professional experience that drove their mission, incorporated the organization’s goals to direct their daily priorities, and built interactions with teachers using operating mechanisms, they increased trusted relationships with teachers. In addition, as a result of the systems principals designed, principals perceived accountability stimulated teachers to actively invest in the mission of the school, establish stronger relationships between managers and direct employees, and enhance teacher relationships by making it a normal practice to celebrate and reward teachers for their commitment to the mission.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Jones, Meesha-Gay, "A Study of the Perceptions of School Administrators on Fostering Relational Trust With Teachers in Texas Urban Charter Schools" (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 515.