Abstract:
The purpose of this study was to assess the status and challenges of trust between principals
and teachers focusing on government secondary schools of Mojo city administration. The
study has objectives such as, determining the status of trust between principals and teachers,
illustrating the major barriers that hinder trust between principals and teachers, and
assessing the role of school leaders and teacher behavior on teaching and school
effectiveness. Methodologically, the research followed a descriptive design. Data were
collected by means of standardized questionnaires; such as, The Omnibus T-Scale (The
leaders Trust Scale and the Faculty Trust Scale. Accordingly, trust in schools was measured
as the trust perceptions‟ of leaders and teachers. Surveys were used to collect the perceptions
of leaders group and teachers from a purposive sample of two (2) secondary schools in Mojo
city administration. A total of twenty nine (29) leaders (100%) and 33 teachers out of 110
(30%) were participants in the study. All data were aggregated to the school level using the
means of completed survey items. The major findings of the study indicated that the level of
trust between principals and teachers was low. However, the overall mean score for
principals‟ trust on teachers is relatively better than the trust of colleagues each other and
teachers trust on principals. Collegial leadership as measured by principals‟ friendly
approach, putting suggestions of faculty into operation, exploring all sides of topics,
treatment of all faculty members equal, willingness to make changes, letting faculty know
what is expected of them and maintaining definite standards of performance is found to be at
low performance showing a challenge to trust. Similarly, teachers‟ professionalism was found
to be a factor hindering trust. Consequently, the teaching and learning process in the schools
where the study has been taken was not effective. As to the role of teachers and leaders
behavior on school and teachers effectiveness perceived by respondents, leaders are weak in
meeting job related needs, representing teachers, meeting organizational requirements and
leading a group that is effective. This affects school and teachers effectiveness. The study
recommended that leaders need to spend time listening to their teachers, encouraging them
provide feedback; such as, allowing teachers to evaluate the leaders, having group meetings
with faculty where teachers and leaders discuss and usage of school communities are
desirable to develop strong social support among teachers.
