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- Vol 6 RE: Chapter 6
relational trustschool improvementprofessional integritypersonal regardorganisational cooperationinstructional leadershipcollective risk-takingBook Evidence summaryAt a glance
Drawing on case studies, interviews, surveys, and longitudinal achievement data from Chicago elementary schools, Bryk and Schneider describe relational trust as an organisational resource for improvement.
Key ideas
Trust grows through repeated exchanges among principals, teachers, students, and parents and rests on perceived respect, competence in core responsibilities, personal regard, and integrity. It does not remove disagreement or guarantee successful reform; it makes people more willing to take risks, share problems, cooperate, and sustain difficult collective work. Schools with strong relational trust were more likely to adopt coherent changes and improve academically, while persistently weak trust constrained improvement. Leadership practices and stable, respectful social relations help build the resource.
Why it matters
For educators and leaders, the findings recommend attending to how decisions are made, whether commitments are honoured, how competence is supported, and whether people experience genuine consideration alongside technical improvement strategies.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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