Principal Support for Teacher Success: The Importance of Trust

• In Event: Cultivating Resilience, Trust, and Collaboration for Teacher Well-Being and Leadership

Abstract

Results of a mixed methods investigation of effective school leaders are reported. Principals who participated in this study lead schools that are (a) serving the highest percentages of marginalized students, and (b) demonstrating the very highest levels of student achievement; thus, these schools are seen as highly effective schools. Results from analyses of principal interviews (n = 12) are shared. Findings reveal that across the sample, principals focus on supporting teachers’ autonomy and building school cultures centered on trust as a means for driving success in their school sites.

Author

• Kristina N. LaVenia, Bowling Green State University