LEADERS’ AUTHENTICITY: ITS INFLUENCE

TO SCHOOL CLIMATE AND TEACHERS’

TRUST
____________________________________

A THESIS

PRESENTED TO THE

FACULTY OF GRADUATE SCHOOL OF

CENTRAL MINADANAO COLLEGES

KIDAPAWAN CITY

____________________________________

IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

____________________________________

BY

SHARON ARANDA – GARAMPIEL

APRIL 2019
 CHAPTER I
THE PROBLEM

A. Introduction
One basic right of Filipino children is “the right to education”. The children go to

school where they can be educated. In the school, there are several important persons

and factors that contribute to the effective learning process. There are teachers who

facilitate learning and the school head or is the one who has the greatest responsibility

for the management of a school. School heads are responsible for the overall operation

of their school.

Schools have not always had principals. Around the beginning of the twentieth

century, as schools grew from one–room to schoolhouses into schools with multiple

grades and classrooms, the need arose for someone to manage these more complex

organizations. This need was filled initially by teachers, who continued to teach while

also dealing with their school’s management needs. These teachers were called

principal teachers. As schools’ continued to grow, principal teachers became full – time

administrators in most schools. Most principals soon stopped teaching because of the

many demands their management responsibilities placed on their time. As managers,

principals were responsible for financial operations, building maintenance, student

scheduling, personnel public relations, school policy regarding discipline, coordination of

the instructional program, and overall school matters. The management role included

some curriculum and instruction supervision, but overall school management was the

primary role principals played until the early 1980s. As the accountability movement
gained momentum, the role of the principal changed from school managers to school

instructional leader and then to school reform leader. With this shift in role focus,

principals retained their management roles. Principals currently play multiple roles:

school manager, instructional leader, and the leader of school reform

Leadership in organizations ought to be authentic in order to be effective and

successful over the long term. Philosophers, religious leaders, and thinkers from ancient

times have given emphasis on the importance of authenticity and ethicality for leaders, if

they are to attain effective governance in any circumstances. Leaders are obliged to

demonstrate the highest moral standards and ethical demeanor in their everyday talk,

actions, decision, and behaviors so that others in their organizations can follow suit. The

most recent financial crisis has originated from failed corporate leaders who believed in

manipulations of accounts and indulged into blatant unethical corporate practices. The

shocking financial irregularities that have been uncovered in companies like Tyco

International, WorldCom, Adelphia, HealthSouth, and Enron and more recently

Transmile [52] etc. bring to fore the need for ethical leadership more than ever before.

Ethical perspective has been discussed in the authentic model of leadership [25].

Authentic leaders display high degree of integrity, have deep sense of purpose, and

committed to their core values. They build enduring organizations that meet the needs

of all stakeholders. As a result they promote a more trusting relationship in their work

groups that translates into several positive outcomes such as job satisfaction,

organizational commitment, intention to stay, and work engagement. Interpersonal trust

between leaders and members of the work group is central to their effective functioning.

Though leaders play the primary role in establishing and developing trust, little research
has examined the specific leadership practices which engender trust towards them.

There are some evidences, however, to suggest that some leaders, such as authentic

and transformational, seem to be more effective than others in promoting a trusting

relationship with their followers [23],[29],[51],[7]. Trust in leaders is particularly important

for effective functioning in organizations such as banks where tasks are complex and

require high levels of interdependence, cooperation, information sharing and above all

trust.

A. Statement of the Problem

This study sought to answer the following questions:

1. What is the level of teachers’ trust in terms of:

1.1 faculty trust in the principal

1.2 faculty trust in colleagues; and

1.3 faculty trust in clients (students & parents)?

2. What is the level of school climate in terms of:

2.1 collegial leadership,

2.2 teacher professionalism,

2.3 academic press; and

2.4 community engagement?

3. What is the level of principals’ leadership authenticity based on teachers’

perceptions in terms of:

3.1 self – awareness,

3.2 internalized moral perspective,

3.3 balanced processing; and

 3.4 relational transparency?

4. Is there a significant relationship between the following:

4.1 teachers’ trust and leaders’ authenticity; and

4.2 school climate and leaders’ authenticity?

5. Which variable best predicts leader’s authenticity?

B. Hypotheses

School Heads leadership authenticity may influence teachers’ trust and school
climate that will have an effect in imparting learning to the pupils.
HO1: There is no significant relationship between school climate and leaders’

authenticity.

HO2: There is no significant relationship between teachers’ trust and leaders’

authenticity.

C. Theoretical Framework

Faculty trust in the principal is one variable principals affect in teachers that could

have a positive impact on student achievement (Bryk & Schneider, 2002; Sweetland &

Hoy, 2000; Tschannen-Moran, 2001), the challenge for principals is knowing what will

impact their teachers’ trust in them (Blake & MacNeil, 1998). In schools, this means

teachers who trust their principal are more likely to take risks that may result in

increased student achievement. Student achievement is directly influenced by the

teachers, and the teachers are directly influenced by the principal (illustrating a

principal’s indirect influence on student achievement). Principals might negatively

influence student achievement through this indirect relationship if they do not know

which factors influence their teachers’ trust in them and which factors do not.

D. Conceptual Framework

This conceptual framework was designed by the researcher to determine the

influence of principals’ leadership authenticity to teachers’ trust and school climate.

Independent Variables Dependent Variable

Teachers’ Trust
 Faculty trust in the school
head Principals’ Leadership
 Faculty trust in colleagues Authenticity
 Faculty trust in clients  Self-awareness
 Internalized moral
perspective

School Climate  Balanced processing

 Relational
 Collegial leadership
transparency
 Teacher professionalism
 Academic press
 Community engagement
 E. Significance of the Study

This study will be conducted to identify the relationship between School Heads

leadership authenticity with the School Climate and Teachers’ Trust perceived, by

teachers in three districts, the Tulunan East District, Tulunan North District, and Tulunan

South Districts. The respondents of this study will focus on both the elementary and

high school teachers.

The following research questions are aimed at investigating the relationships

illustrated by the conceptual model and identifying the possible influence of School

Heads leadership authenticity on teachers’ trust and school climate in varying school

environments. Consequently, the results may illuminate potential behaviors school

leaders can use to increase teachers’ trust and improve school climate.

F. Definition of Terms

As the purpose of these study, the following definitions of terms apply:

Head teacher a teacher responsible for running a school

School Principal a person with leadership skills, who can maintain accountability,

see potential and creative value in fellow teachers, peers, and students to enable them

to strive for higher education by focusing on goal setting and daily objectives that are

productive to the overall community, family and the individual person. The principal

helps build leaders in our world.

 Faculty Trust: Trust is an individual's or group's willingness to be vulnerable to

another party based on the confidence that the latter party is benevolent, reliable,

competent, honest, and open. (Wayne K. Hoy).

For the purposes of the study described in this dissertation, relational trust has

been defined as the tool that teachers and students used to cultivate interpersonal and

social relationships to enhance behaviors and outcomes in schools.

Authentic leadership is an approach to leadership that emphasizes building

the leader's legitimacy through honest relationships with followers which value their

input and are built on an ethical foundation.

School climate refers to the quality and character of school life. School climate is

based on patterns of students', parents' and school personnel's experience of school life

and reflects norms, goals, values, interpersonal relationships, teaching and learning

practices and organizational structures.

School climate refers to the quality and character of school life. School

climate is based on patterns of students', parents' and school personnel's experience of

school life and reflects norms, goals, values, interpersonal relationships, teaching and

learning practices and organizational structures. A sustainable, positive school climate

fosters youth development and learning necessary for a productive, contributing and

satisfying life in a democratic society. This climate includes: • Norms, values and

expectations that support people feeling socially, emotionally, and physically safe. •

People are engaged and respected. • Students, families and educators work together to

develop, live, and contribute to a shared school vision. • Educators model and nurture
attitudes that emphasize the benefits and satisfaction gained from learning. National

School Climate Center (http://www.schoolclimate.org/climate/)

School climate refers to the extent to which teachers perceive a school to be

open and healthy in terms of these four dimensions:

 Collegial leadership: refers to the extent to which teachers perceive “the behavior

of the principal to be supportive and collegial and not perceived to be overly

directive or restrictive”(Tschannen-Moran et al., 2006).

 Teacher professionalism: refers to the extent to which teachers perceive “that

other teachers are committed to their work andare willing to work cooperatively

with one another” (Tschannen-Moran et al., 2006).

  Academic press: refers to the extent to which teachers perceive that the “school

wide tone is serious, orderly, and focused on academics” (Tschannen-Moran et

al., 2006).

 Community engagement: refers to the extent to which teachers perceive the

“degree to which the school can count on involvement and support from parents

and community members and the extent to which the school provided the

community with information about its accomplishments” (Tschannen-Moran et

al.,2006).

 Faculty Trust: Trust is an individual's or group's willingness to be vulnerable to

another party based on the confidence that the latter party is benevolent, reliable,

competent, honest, and open.Our research has led us to conclude there are at

least three dimensions of faculty trust – trust in the principal, trust in colleagues,

and trust in clients (students and parents). Vulnerability, benevolence, reliability,

 competence, honesty, and openness characterize each of these dimensions of

trust (Wayne K. Hoy).

Trust is the extent to which one perceives “one’s willingness to be vulnerable to

another based on the confidence that the other is benevolent, honest, open, reliable,

and competent” (Tschannen-Moran,2004).

CHAPTER II

REVIEW OF RELATED LITERATURE

The following literature are helpful in this study.

Leadership Authenticity

Reference [36] describes an authentic leader as one who is “genuine, reliable,

trustworthy, real, and veritable”. Thus, trustworthiness is proposed to be an intrinsic

feature of authentic leadership. In this sense, trustworthiness is also viewed as an

antecedent to authenticity. That is, trustworthy leaders are seen as more authentic.

Reference [36] viewed that consistency; integrity, openness, promise fulfillment, and

receptivity to suggestions and input are also some of the core components of

authenticity. Moreover, reliability and dependability are usually seen to be fundamental

components contributing to cognitive trust levels [45].

 Authentic leadership is an approach to leadership that emphasizes building the

leader's legitimacy through honest relationships with followers which value their input

and are built on an ethical foundation. Generally, authentic leaders are positive people

with truthful self-concepts who promote openness. By building trust and generating

enthusiastic support from their subordinates, authentic leaders are able to improve

individual and team performance. This approach has been fully embraced by many

leaders and leadership col;aches who view authentic leadership as an alternative to

leaders who emphasize profit and share price over people and ethics. Authentic

leadership is a growing area of study in academic research on leadership which has

recently grown from obscurity to the beginnings of a fully mature concept. [1]

Despite the popularity of the construct, many foundational papers on this topic have

recently been retracted or called into question because of issues surrounding the

reporting of data and the inability of the authors to produce their original data. [2]
[3]
 Moreover, there have been some recent high-profile criticisms of the theoretical basis

of the construct,[4][5]which has been said to be build on "shaky philosophical and

theoretical foundations, tautological reasoning, weak empirical studies, nonsensical

measurement tools, unsupported knowledge claims and a generally simplistic and out of

date view of corporate life".

School Climate

School climate is a large than any one person’s experience. A comprehensive

assessment of school climate includes major spheres of school life such as safety,

relationship, teaching and learning and the environment as well as larger organizational

patterns. It is much like the air we breathe – it tends to go unnoticed until something is
seriously wrong. The concern for the climate or atmosphere of the school and its effect

on the student and the learning environment, has been a concern of the educational

community for more than a century. School administrators at the turn of the twentieth

century wrote about these concerns.

An organizations could be defined as a system that consciously coordinates the

activities of two or more persons and influences their behavior (Barnard, 2010). The

school as an organization has certain aims and objectives which it has to achieve

(National Policy on Education 2009). In order to achieve the aims and objectives, the

organization climate of the organization including the school system is very important.

This organization climate refers to the working condition among super ordinates (school

heads) and subordinates (teachers) in a bid to achieve the aims and objectives of the

school system.

12 Leadership Behaviors That Build Team Trust

Without trust there is no leadership.

Very few managers are leaders. The difference between the two? A manager is

someone who has people reporting to him. A leader is someone who people will follow,

even if they don’t report to him. What separates the two is the trust and respect of his

people.

When the leader establishes trust within the team, it truly shows. Team members

feel secure in sharing their opinions without the fear of judgment or retribution, freely

share information and openly collaborate on projects and know that if the leader pushes
them, he does so with their best interests in mind. The result? Highly motivated and

productive workforce.

A leader is only as effective as his team. But building trust takes time and

conscious effort. People don’t trust words, they trust actions.

Here are the behaviors one needs to display to earn trust of his/her team every

single day:

Lead by example

Leaders who don’t walk the talk lose trust. If you want your team members to

display certain behaviors, you need to display them first. You cannot ask someone to do

something that you wouldn’t do yourself. For example, if you expect your team to work

late,do so as well. Showing your team that you are one of them and their equal in being

responsible for outcomes will go a long way in building trust.

Overcommunicate

Transparency builds trust. Secrets destroy it.

True leaders are direct and honest. And they communicate all the time. Lack of

information creates assumptions that are usually negative or disruptive to team’s

motivation and productivity. Err on the side of overcommunicating, always.

People can smell you hiding something a mile away. If there is some information

you can’t share with the team just yet, tell them what you can and show them you got
their backs. This is especially critical in the times of reorganization or layoffs. Always

follow the rule: “tell the truth, point to hope.”

Admit your mistakes and acknowledge your limitations

Publicly own up to your mistakes when you make them. Admitting you were

wrong isn’t a sign of weakness, but strength. Acknowledge the mistakes and outline the

new course.

No one knows everything. We all have our limitations. Build a team around you

that complements you – and each other – in knowledge, skillsets, and capabilities. Don’t

try to do everything. Let your team members drive certain projects and outcomes. That

will make them feel valued and will make you look good. But always have their back

when something doesn’t go according to plan.

Keep your promises and stick to your commitments

No one trusts those who don’t keep their word. So keep your promises and, if

you make a commitment, stick to it.

Every now and then, however, there are circumstances outside your control that

might come into play. In those cases your team will understand, as long as you display

this behavior consistently in times when this doesn’t apply.

Trust your team

 Hire the best and trust them to lead. Trust is a two-way street. If you don’t trust

your team, they won’t trust you.

And always remember: take the blame, but give away the credit. Acknowledge

people for their contributions. The more credit your give away, the more motivated your

team will be to move mountains for you. And when something goes wrong,

acknowledge the fact that the mistake was made under your leadership and don’t throw

your team under the bus.

Ask for feedback

No one is perfect. All of us learn as we go, even towards the end of our career.

Ask your team for feedback: what you can be doing as a leader to help them be more

productive, how you can improve their work environment, what process you can change

for the whole team to be more effective, how you can better communicate with them,

etc. And when the feedback is provided, accept it with grace and say "thank you." It’s

not easy to hear constructive feedback, but it helps you improve as a manager and as a

professional.

Don’t play favorites

A double standard is the fastest way to trust deterioration. Playing favorites

destroys strong teams. Don’t do it! Just don’t!

Treat everyone fairly

 Always treat everyone fairly. Have the same set of expectations for every team

member and create team rules that you expect everyone to respect and follow, such as

a “don’t gossip” rule, for example. Some leaders create the team rules collectively with

their teams which ensures that everyone agrees to uphold the same set of standards.

Setting clear expectations upfront, including clear roles and responsibilities,

ensures that there are no surprises. This takes extra stress out of the daily routine.

Each employee knows what they are expected to deliver and are not surprised during

their performance review discussion.

Don’t gossip

Gossip kills trust. Effective leaders set – and follow – a rule of not discussing one

team member with another behind his/her back.

Listen

Take the time to get to know every single member of your team.

Ask questions, consistently. And then listen. You will be surprised what you can learn if

you keep quiet during discussions or meetings and just let others talk.

Act with consistency

Consistency is key to great leadership. Consistency of acts, behaviors, moods,

expectations. I’ve worked for managers before who would be happy one day and

infuriated the other, who would set out one path one day and totally change it the next
day. This creates uncertainty, frustration, and distrust. I am not saying don’t pioneer

change and stay agile. I am saying that whenever possible provide your team with

unwavering support that they can rely on and a set of rules and expectations that will be

their guiding star through good times and bad.

Put the success of the team before your own

When your team knows that you are in it for your own success, they won’t give

you their best. Ever. Instead show them that you put them ahead of your own ambitions

(or at a minimum let them in on your ambitions and give them a seat at the table in

achieving them). And again, I can’t stress it enough: take the blame, give away the

credit.

At the end of the day, success of your team is your success as well. The two go

hand in hand. But in your desire to climb the corporate (or start-up) ladder, don’t leave

behind or forget those who made it happen. None of us can achieve success alone,

remember that.

In summary…

Trust leads to loyalty. And loyalty leads to people doing their best to deliver

results for you and the company. To earn trust and respect you have to give trust and

respect, as well as look out for your people. And if you do, there will be no limit to what

you can achieve.

Community Engagement
 Community engagement is the extent to which the school fosters a constructive

relationship with its community. It describes the degree to which the school can count

on involvement and support from parents and community members and the extent to

which the school provides the community with information about its accomplishments.

Collegial Leadership

Collegial leadership refers to the behavior of the principal that is supportive and

collegial and is not perceived to be overly directive or restrictive.

Teacher Professionalism

Teacher professionalism refers to behavior that shows that teachers are

committed to their work and are willing to work cooperatively with one another.

 Academic Press

Achievement press refers to a school wide tone that is serious orderly, and

focused on academics.

Institutional Vulnerability /Environmental Press

Institutional vulnerability is the extent to which the school is susceptible to a few

vocal parents and citizen groups. High vulnerability suggests that both teachers and

principals are unprotected and put on the defensive (Climate Instrument section,).
Collegial Leadership

Collegial leadership is principal behavior directed toward meeting both social

needs of the faculty and achieving the goals of the school. The principal treats teachers

as colleagues, is open, egalitarian, and friendly, but at the same time sets clear

expectations and standards of performance (Climate Instrument section).

Professional Teacher Behavior

Professional teacher behavior is marked by respect for colleague competence,

commitment to students, autonomous judgment, and mutual cooperation and support of

colleagues (Climate Instrument section).

Achievement Press

Achievement press describes a school that sets high but achievable academic

standards and goals. Students persist strive to achieve, and are respected by both

students and teachers for their academic success. Parents, teachers, and the principal

all exert pressure for high standards and school improvement (Climate Instrument

section).
 CHAPTER III
METHODOLOGY

This chapter presents the researcher design of the study, research respondents,

research instrument used, data gathering procedure employed and the statistical

treatment of the data.

A. Research Design

This study is descriptive-correlational in nature.

 The researcher will use teachers’ responses to a self-made survey questionnaire in

exploring the leaders’ authenticity of the School Heads and its influence to teachers’

trust and school climate.

B. Research Locale

This study will be conducted in different elementary and secondary schools in

municipality of Tulunan, Cotabato Division.

C. Research Respondents

The respondents of this study are both elementary and high school teachers of

municipality of Tulunan of Cotabato Division. They are the three hundred fifty (300)

teachers who will be ask to answer the survey questionnaire from which relevant

information are contained to be used in answering the objectives of the study.

D. Data Gathering Procedure

The researcher will prepare a letter asking permission to conduct the study and

stipulating the purpose of conducting it. The researcher will submit it to the three school

district supervisors of Tulunan.

After getting the approval from the district supervisor, the researcher then furnished

a copy of the approved letter to the school heads, for information and reference so the
researcher could start the data gathering procedure. The approval to conduct the study

will be the passport of the researcher.

In the gathering procedure, the researcher will administer the research instrument to

the respective respondents and briefed them on the proper filling in of the questionnaire.

The researcher will assure the respondents that their identification and responses shall

be treated confidentially. They will be given enough time to read, think, and analyze

every item of the questionnaire.

Finally, the researcher will collect the administered, tallied and tabulated data in

preparation for the analysis and interpretation.

E. Research Instrument

The researchers’ questionnaire was adopted from previous and published

research. Part I questionnaire was adopted from the

http://people.uncw.edu/nottinghamj/documents/slides6/Northouse6e

%20Ch11%20Authentic Survey.pdf, while Part II and Part III was adopted from the

previous research entitled THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND

RECIPROCAL TRUST IN HIGH SCHOOL by Robin Hayden Young, September 14,

2009. It was used as the primary data gathering instrument with focus on identifying the

leaders’ authenticity and its influence to teachers’ trust and school climate. These
identified respondents will be asked to answer the survey questionnaire which will be

the main source of data and information for the formulation of the research findings,

conclusions and recommendations.

The questionnaire will utilize a 5-point scale as follows:

5 - Strongly Agree

4 - Agree

3 - Neutral

2 - Disagree

1 - Strongly Disagree

The survey questionnaire will be given to the respondents to answer honestly the

items as required to fully utilize its purpose. After the retrieval of question, the

researcher will consolidate and analyze the data and information and employ

descriptive statistics to describe the results.

F. Statistical Treatment

For a clear interpretation of the data gathered from the survey questionnaire, the

researcher will use the following statistical procedures: Mean, Pearson r and Multiple

Regression.

G. Ethical Consideration
 In this study, the researchers asks permission from the school heads by sending

letter to conduct a survey regarding their Leadership’s Authenticity and its influence in

Teachers’ Trust and the School Climate.

The respondents answered the questionnaires with their full consent and to protect

their dignity and privacy, confidentiality will be prioritized. The questionnaires did not

contain any degrading or discriminating or any other unacceptable remark that maybe

offensive to any members of the group.

Part 1 Questionnaire

SURVEY QUESTIONNAIRE

PART I. AUTHENTIC LEADERSHIP SURVEY 

Instructions: This questionnaire contains item about dimensions of authentic

different leadership. Indicate how much you agree or disagree with the following

statements using the following scale.

 5 - Strongly Agree

4 - Agree

3 - Neutral

2 - Disagree

1 - Strongly Disagree

A. SELF-AWARENESS 1 2 3 4 5
My school head…
1. is aware of his/her weaknesses.
2. is aware of his/her strengths.
seeks feedback as way of understanding who
3.
really he/she is as a person.
4. accepts the feelings about himself/herself.
B. INTERNALIZED MORAL PERSPECTIVE
My school head…
1. reflects his/her core values through actions.
2. do not allow group pressure to control him/her.
knows where he/she stands on controversial
3.
issues.
is guided by her morals on what he/she does as a
4.
leader.
C. BALANCED PROCESSING
My school head…
seeks others’ opinion before making up his/her
1.
mind.
listens closely to the ideas of those who disagree
2.
with him/her.
 do not emphasize his/her point of view at the
3.
expense of others.
listens very carefully to the ideas of others before
4.
making decisions.
D. RELATIONAL TRANSPARENCY
My school head…
1. openly shares his/her feelings with others.
2. let others know who really he/she is as a person.
3. rarely present a “false” front to others.
4. admits mistakes to others.

PART II. TEACHERS’ TRUST

Instructions: Indicate how much you agree or disagree with the following statements.

A. FACULTY TRUST IN THE SCHOOL HEAD 1 2 3 4 5

As a teacher, I…
1. have faith in the integrity of the school head.
2. observed that the school head typically acts in

the best interests of teachers.

3. can rely on the school head.
4. noticed that teachers trust the school head.
5. I noticed that the principal doesn’t tell

teachers what is really going on.

6. observed that the school head does not show

concern for teachers.

7. am not suspicious of most of the school

head’s actions.
8. believe that the school head is competent in

doing his or her job.

B. FACULTY TRUST IN COLLEAGUES
1. Teachers in this school typically look out for

each other.
2. Even in difficult situations, teachers in this

school can depend on each other.

3. Teachers in this school trust each other.
4. Teachers in this school are open with each

other.
5. Teachers in this school have faith in the

integrity of their colleagues.

6. Teachers in this school are suspicious of each

other.
7. When teachers in this school tell you

something you can believe it.

8. Teachers in this school do their jobs well.
C. FACULTY TRUST IN CLIENTS (STUDENTS & PARENTS)
1. Students in this school care about each other.
2. Teachers can count on parental support.
3. Teachers think that most of the parents do a

good job.
4. Students in this school can be counted on to

do their work.
5. Parents in this school are reliable in their

commitments.
6. Teachers in this school trust the parents.
7. Students here are secretive.
8. Teachers here believe that students are

competent learners.
9. Teachers in this school believe what parents

tell them.
10. Teachers in this school trust their students.

PART III. SCHOOL CLIMATE

Instructions: Indicate how much you agree or disagree with the following statements.
 A. COLLEGIAL LEADERSHIP 1 2 3 4 5
1. The principal is friendly and approachable.
The principal puts suggestions made by the
2.
faculty into operations.
The principal explores all sides of topics
3.
and admits that other opinions exists.
The principal treats all faculty members as
4.
his or her equal.
5. The principal is willing to make changes.
The principal lets faculty know what is
6.
expected of them.
The principal maintains definite standards of
7.
performance.
B. TEACHER PROFESSIONALISM
The interactions between faculty members
1.
are cooperative.
Teachers respect the professional
2.
competence of their colleagues.
3. Teachers help and support each other.
Teachers in this school exercise
4.
professional judgment.
Teachers are committed to helping
5.
students.
Teachers accomplish their jobs with
6.
enthusiasm.
Teachers “go the extra mile” with their
7.
students.
Teachers provide strong social support for
8.
colleagues.
C. ACADEMIC PRESS
The school sets high standards for
1.
academic performance.
 Students respect others who get good
2.
grades.
Academic achievement is recognized and
3.
acknowledged by the school.
Students try hard to improve on previous
4.
work.
The learning environment is orderly and
5.
serious.
Students seek extra work so they can get
6.
good grades.
D. COMMUNITY ENGAGEMENT
Our school makes an effort to inform the

1. community about our goals and

achievements.
Our school is able to marshal community
2.
support when needed.
Parents and other community members are
3.
included on planning committees.
Community members are responsive to
4.
request for participation.
Community members attend meetings to
5.
stay informed about our school.
Organized community group (e.g. PTA,

6. PTO) meet regularly to discuss school

issues.
School people are responsive to the needs

7. and concerns expressed by community

members.
https://www.researchgate.net/publication/265685753_The_Interconnectivity_of_Trust_in

_Schools