The development and role of trust in educational leadership: A comparative study of U.S. and Ugandan school administrators

Abstract

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust may not accurately reflect the development and role of trust in schools in other global contexts. Researchers broadly agree that the implications of trust dynamics filter into every segment of the school's organization. However, trust is often either oversimplified or made to seem overly complex, whereas reality is likely somewhere in the middle and depends largely on specific national and regional circumstances. The resulting problem for school administrators globally is a lack of role clarity regarding their leadership responsibilities related to trust and school performance.

Citation

Hallam, P.R., Hite, J.M., Hite, S.J. and Mugimu, C.B. (2009), "The development and role of trust in educational leadership: A comparative study of U.S. and Ugandan school administrators", Wiseman, A.W. (Ed.) Educational Leadership: Global Contexts and International Comparisons (International Perspectives on Education and Society, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 49-80. https://doi.org/10.1108/S1479-3679(2009)0000011005