Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Mohammed Borhandden Musah (Education Department, Abu Dhabi University, Abu Dhabi, United Arab Emirates)
Rozanne Emilia Abdul Rahman (Educational Foundation and Social Science, Universiti Teknologi Malaysia, Skudai, Malaysia)
Lokman Mohd Tahir (Department of Educational Foundation and Social Science, Universiti Teknologi Malaysia, Skudai, Malaysia)
Shafeeq Hussain Vazhathodi Al-Hudawi (Quality Assurance and Accreditation, Yanbu Industrial College, Yanbu, Saudi Arabia)
Khadijah Daud (Department of Educational Foundation and Social Science, Universiti Teknologi Malaysia, Skudai, Malaysia)

International Journal of Educational Management

ISSN: 0951-354X

Publication date: 9 April 2018

Abstract

Purpose

The purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.

Design/methodology/approach

Using a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.

Findings

The findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.

Practical implications

The findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.

Originality/value

The results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.

Keywords

Acknowledgements

This research was supported by a grant from Fundamental Research Grant FRGS, by Ministry of Education Malaysia (FRGS/2/2014/SSI09/UTM/02/7).

Citation

Musah, M.B., Abdul Rahman, R.E., Tahir, L.M., Al-Hudawi, S.H.V. and Daud, K. (2018), "Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools", International Journal of Educational Management, Vol. 32 No. 3, pp. 479-497. https://doi.org/10.1108/IJEM-10-2016-0204

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

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