Highlighting the Factors That Foster a Culture of Trust in Schools: A Mixed-Method Approach

Abstract

The present article examines the critical factors fostering a culture of trust within school communities, with specific emphasis on the impact of sustained societal crises (termed "permacrisis") on educational culture and relational dynamics. The research employs a mixed-method approach, integrating quantitative analysis of trust dimensions with qualitative investigation through in-depth interviews. Quantitatively, the study operationalised trust through survey instruments measuring three core dimensions: interpersonal trust, organisational trust, and trust in leadership. Qualitatively, semi-structured interviews were utilised to explore the lived experiences and perceptions of teachers and principals with regard to trust-building processes. It is the understanding of trust dynamics that is paramount for educational resilience, particularly within the context of continuous external challenges that strain school communities. This research addresses a significant gap by empirically investigating how trust functions as a foundational element for collaboration, climate, and effective policy implementation during protracted crises. Quantitative analysis identified effective communication, transparency, and organisational justice as pivotal underpinnings across all three trust dimensions. The qualitative findings revealed both persistent challenges and emergent opportunities for nurturing trust-based relationships, highlighting the complex interplay between individual actions and systemic structures. It was found that principals occupied a central role in cultivating a trust-oriented culture. The conclusions of the study indicate that establishing a sustainable culture of trust requires deliberate and structured initiatives. It further recommends the formal adoption of institutional trust protocols to systematise collaboration and reinforce positive climate. Moreover, the findings emphasise the necessity to enhance stakeholder comprehension of educational policies, thereby facilitating effective navigation of contemporary challenges within the context of evolving educational realities.