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It has been well established in recent years that the development of relational trust among the adults in a school community is essential to student achievement (Barth, 2001; Bryk&Schneider, 2002; Hoy and Tschannen-Moran, 2003). This study explored the relationship between specific consensus strategies and the development of relational trust. To help in this exploration, two elementary principals, their superintendent, and six staff members from one of the principal’s schools were interviewed to determine their perceptions regarding the consensus process. An analysis of the transcripts of the interviews was conducted to ascertain the connection between the consensus processes used and the development of relational trust from these educators’ perspectives. The consensus practices that fostered authentic listening and opportunities for all group-process participants to be heard were most closely associated with development of trusting relationships.
This manuscript has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. This Volume 10, Number 1, is archived in the International Journal of Educational Leadership Preparation (IJELP) (Supplemental Link). Author: Michael K. Redburn, Montana State University

Introduction

School improvement efforts that are at the heart of all schools’ mission often do not establish the strong positive relationships between the adults in the school that are necessary for sustained successful efforts (Tye, 2000). “The relationship among the adults in the school house has more impact on the quality and the character of the schoolhouse – and the accomplishments of youngsters – than any other factor” (Barth, 2001, p. 105). Building on this finding, Bryk and Schneider’s (2002) research established a positive correlation between student success academically and the presence of trusting relationships among adults in the school. This research notwithstanding, superintendents, school principals, and school staff members are hard-pressed to find specific methods or tools for developing these foundational relationships. Without the effective tools from which to approach school improvement, educators may well become overwhelmed. While not widely used or researched, consensus processes purport to be one of those needed tools. The purpose of this research is to address the question, “How do consensus processes foster the development of relational trust in schools?”

While much has been written about the development of learning communities in classrooms and schools, the role of relational trust in developing those positive learning and teaching relationships has received less attention. Few practices have been identified for school leaders as tools in developing trust between and among the stakeholders of a school community. Bryk and Schneider (2002) noted that “relational trust is forged in daily social exchanges” (p. 136). Kochanek (2005) describes strategies that put others at ease, remove barriers to trust, and provide opportunities for people to interact. Suggestions such as these describing what school leaders might do to develop positive, trusting relationships focus on the frequency, intent, substance, and necessity of human interactions in schools. They do not suggest, however, specific one-on-one or group processes for establishing relational trust.

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Source:  OpenStax, Ncpea education leadership review, volume 10, number 1; february 2009. OpenStax CNX. Jun 05, 2009 Download for free at http://cnx.org/content/col10630/1.9
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