Status and Challenges of Trust between Principals and Teachers in Government Secondary Schools of Mojo City Administration

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.