2012 UCEA Convention

Communication Competence and Trust In Leaders. Ian Edwin Sutherland, Brent International School Manila
Trust is a critical component of effective leadership. This study tested the relationship between communication competence skills (Spitzberg & Cupach, 1984, 2002) and trust in leaders (Hoy & Tschannen-Moran, 1999; Tshcannen-Moran & Hoy, 2000). Teachers reported perceptions of the communication competence and trustworthiness of their principal. Significant relationships were found between communication competence factors and trust. The strongest predictor, attentiveness- coordination, is characterized by relationship building behaviors that may increase the quality of interactions, building trust.
Student Trust in Schools: A Look at Trust, Race and Ethnicity. Lisa S. Romero, California State University Sacramento
Student trust is likely important for all students, but may be particularly important for Latino and African American students. Educational Longitudinal Study data is used to measure trust as a second-order factor with first-order factors-- benevolence, competence and integrity. This research then examines whether, and how, trust and its facets vary based on race and ethnicity. Findings not only show group differences in trust, but also pinpoint the role of benevolence, competence and integrity.
Teacher Perceptions of Principal’s Trust: Does gender and racial/ethnic match matter in teacher- principal relationships? Kristina Brezicha, Pennsylvania State University; Ed Fuller, Penn State University/UCEA; Lindsay Schrott, Pennsylvania State University
Research has shown the importance of trust between teachers and principals in the operation of a well- run school. This study explores how trust works in building teacher-principal relationships and increasing teacher retention. We study the role gender and race/ethnicity play in establishing and maintaining trust between teachers and principals. Our findings suggest that these personal characteristic do matter in establishing trust, thus contributing to the growing literature on trust and its effects in schools.