Publication Date

5-2025

Date of Final Oral Examination (Defense)

2-13-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Keith Thiede, Ph.D.

Supervisory Committee Co-Chair

Michael Humphrey, Ed.D.

Supervisory Committee Member

Kelly Cross, Ed.D.

Supervisory Committee Member

Jayne Josephsen, Ed.D.

Abstract

To build trusting relationships with teachers, administrators must first accurately assess the current level of trust present within these relationships. However, research has yet to examine how accurately school administrators can judge how teachers perceive the level of trust between the two. The purpose of this study was to explore whether administrators accurately judge teachers’ perceived ratings of the five facets of trust. To assess the accuracy of administrator’s judgments of their teachers’ perceptions of trust, administrators predicted how teachers would rate perceived benevolence, competence, honesty, openness, and reliability. Teachers then rated administrators on these five facets of trust. Accuracy was operationalized as the match between predicted and actual scores of the five facets. Findings showed administrators were not able to accurately judge the perceptions of their teachers’ ratings in relation to the five facets of trust. Keywords: Transformational Leadership, servant leadership, judgment accuracy, absolute accuracy, relative accuracy, trust, benevolence, competence, honesty, openness, reliability, culture, leaders, relational trust

DOI

10.18122/td.2381.boisestate

Download

Share

COinS