Exploring the Relationship of Transformational Leadership, Communication, and Teacher Trust in Christian Schools

Abstract

While studies on leadership and trust have been widely researched, fewer studies have examined the relationships of a principal’s behaviors, communication methods, and trust in faith-based schools. To add to the constructs commonly researched in school leadership, this study used a quantitative, non-experiment correlational design to explore the relationships between transformational leadership, communication style, and teacher trust in Christian secondary schools. An electronic survey was used to solicit the feedback of 801 teachers, and its data used to perform correlation and regression testing. Data analysis findings supported the study’s hypotheses wherein statistically significant, positive relationships exist between a principal’s transformational leadership behaviors and teacher trust, a principal’s leadership behaviors and communication style, and communication style and teacher trust. Generally, teachers indicated as principals demonstrated transformational leadership behaviors, their trust in the leader increased. Informed by these findings, this study proposes a principal development program wherein emerging school administrators, and less-tenured principals, can develop and practice their leadership. As many administrators lack the training and skills necessary to lead their schools, the proposed solution provides an avenue for reimagining principal-teacher relationships and practicing transformative behaviors which can help engender trust and advance school performance.