Roles played by relational trust in strategic alliances

In this paper we develop the concept of relational quality as a proxy for relational trust. Exploration of data from 67 alliances confirms that relational quality is composed of three elements: initial conditions, partner interactions, and external events. We offer propositions on the relative importance of each of these elements depending on the different roles relational trust may play in strategic alliances: the role of a control mechanism, of a governance mechanism, or as an enabler of high risk initiativesManagement; Strategy

When Can You Trust ‘Trust'? Calculative Trust, Relational Trust, and Supplier Performance

Our research empirically assesses two distinct bases for trust: calculative trust, based on a structure of rewards and penalties, versus relational trust, a judgment anchored in past behavior and characterized by a shared identity. We find that calculative trust and relational trust positively influence supplier performance, with calculative trust having a stronger association than relational trust. Yet, important boundary conditions exist. If buyers invest in supplier-specific assets or when supply side market uncertainty is high, relational trust, not calculative trust, is more strongly associated with supplier performance. In contrast, when behavioral uncertainty is high, calculative trust, not relational trust, relates more strongly to supplier performance. These results highlight the value of examining distinct forms of trust. Copyright © 2015 John Wiley & Sons, Ltd.postprin

Relational Trust as a Determinant of Principal Turnover: A Quantitative Analysis

The issue of principal turnover in American schools has gained greater attention over the last twenty years due to the trend of double-digit annual principal turnover rates. The connection between principal turnover and school climate has largely been focused on how changes in the principal position negatively affects school climate. No research, to this point, has examined the correlation between relational trust between teachers and their principal and principal turnover rates. This study achieves this goal by addressing the question: What, if any, is the relationship between relational trust and principal turnover? This study employed a quantitative methodology supported by secondary data sources. The sample population included 696 Illinois PK-12 public schools that administered the 5Essentials Survey in six consecutive years (2013-2014 to 2018-2019). The Teacher-Principal Trust measure score from the 5Essentials Survey represented the measurement of relational trust. Principal turnover first appeared as a metric on the Illinois report cards during the 2013-2014 school year. The time frame which principal turnover is relevant is from the 2013-2014 school year through the 2018-2019 school year, matching the years that Teacher-Principal Trust was examined. The researcher’s analysis sought to determine the extent to which a relationship exists between Teacher-Principal Trust scores and principal turnover rates in six distinct areas. Ultimately, this study found that schools with relational trust issues have a high rate of principal turnover, that principal turnover issues transcend urbanicity, and that school-level demographics largely do not affect principal turnover rates. The findings from this study provide needed perspective on relational trust as a measure directly correlated to principal turnover rates. Additionally, this study provides insight on a new typology of principal more susceptible to vacating their position: principals who struggle to form relational trust with teachers

The Perceptions Of Instructional Coaches Regarding Relational Trust With Teachers: A Qualitative Phenomenological Study

Instructional coaching continues to be a professional development model that many districts utilize to foster professional growth among their teaching staff. Although instructional coaches are usually content area and pedagogical specialists hired as experts, there is a high level of teacher resistance to instructional coaching due to lack of trust reported between coaches and teachers in the kindergarten through 12th grade setting. Although previous research has signified the need for instructional coaches to build trust with their teaching colleagues, few studies captured the lived experiences of instructional coaches in how they build relational trust. The purpose of this qualitative phenomenological study was to explore the perceptions of instructional coaches as they describe key conditions that need to be in place to build relational trust and diminish resistance to coaching, and to explore the structure of their trust building experiences with their teaching colleagues. Two research questions guided this study: (1) What human or environmental conditions do instructional coaches identify as key to establishing and building relational trust with the teachers they serve? (2) What are the perceptions of instructional coaches about how these key conditions mediate relational trust in the coaching context? Semi structured interviews were conducted with seven instructional coaches with six or more years of coaching experience. Data analysis followed Moustakas’s (1994) Interpretive Phenomenological Analysis (IPA) protocol to identify themes, patterns, and trends using a structured method developed by Moustakas (1994) for IPA qualitative data analysis. Six themes emerged: (1) Many Hats, (2) Coaching Needs, (3) Resistance to Coaching, (4) Care Ethics, (5) Active Listening, and (6) Adult Learners. Results revealed that these expert coaches viewed their experiences building relational trust as mostly positive, with a minimal amount of resistance to instructional coaching. Each participant discussed ways in which they created space for their teaching colleagues to be vulnerable and take more risks as adult learners by building trust through caring relationships. Findings also showed that the advantages of instructional coaching as an in-house professional development model are abundant if established with care and critical understanding of the needs of adult learners. Educational organizations and administrators can increase the effectiveness of in-house instructional coaching models by implementing policies and procedures that minimize resistance and promote relational trust

Examining the Systemic Effects of Relational Trust and Network Trustworthiness on School Community: A Multi-Site Case Study of Three Independent Schools

Within the broader context of accountability imposed from beyond our schools, this mixed methods, multi-site case study investigated the development of relational trust and trustworthy relationships as internal accountability structures within three independent schools replicating responsible independence on the scale of the school as trustworthy freedom on the scale of the individual. Interviews, observations, artifacts, sociograms, and surveys were analyzed to identify teacher and administrator perceptions of structures supporting relational trust, accountability to community standards, and sustainable trust-based cultures. Survey data were also analyzed for corresponding evidence of organizational conditions associated with school improvement: teacher orientation to innovation, teacher commitment to school community, peer collaboration, reflective dialog, collective responsibility, focus on student learning, and teacher socialization. Structures found to support responsible freedom at these schools included their historic honor systems, programs for character education, strategic planning, and policies and schedules guiding daily life. Neither structure nor freedom alone was found to be sufficient to sustain cultures built on relational trust and mutual accountability. Inflexible structures or inauthentic, coercive, or incompetent leaders diminished social capital over time at all three schools. Schools enjoying the best organizational conditions for school improvement built capacity by fostering macro-micro feedback loops of honor and trust between the scales of the individual and the school as a professional learning community. Findings were applied to develop a model for individual and organizational capacity building, relating the dimensions of relational trust and accountability to standards. The two-dimensional model for capacity building identified four categories of school capacity based on levels of both relational trust and accountability to standards: low capacity schools, compliant schools, complacent schools, and high capacity schools. The model further developed associated strategies for moving schools in each category towards developing or sustaining high capacity

Relational Trust within an Urban Public Comprehensive High School District in Northern California

The 2013 adoption of the Local Control Funding Formula and Local Control Accountability Plan provides local communities and districts with educational decision-making and provides a roadmap of how to improve outcomes in low-performing districts. One of the eight-priority areas California public school districts are held accountable to make progress on an annual basis is improving school climate. Building strong trust based relationships prepares schools to address a myriad of complex challenges. This dissertation examined the key facets that build relational trust between high school teachers and principals within a hierarchical role relationship in a public comprehensive high school district in Northern California. This mixed methods study stretched previous research to understand how secondary principals and teachers conceptualize relational trust. Survey and one-on-one interview data suggest gender, ethnicity, and years of experience are not significantly related to the conceptualization of relational trust and that high school teachers largely feel the same way, regardless of gender, ethnicity, or years of experience. Of note, principals and high school teachers may view the importance of the five facets of relational trust in a dissimilar manner. Principals are encouraged to understand that 10 out of 11 high school teacher groups, while also recognizing that past experiences have a profound influence on the trust building process, ranked reliability as the most important facet in the trust building process

Educational Leadership Coaching as Professional Development

As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, Many school systems are embracing coaching as a way to influence and enhance leaders\u27 skill development, cognitive abilities, and emotional intelligence (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy

Whom Do I Trust? Measuring Principals’ Trust in Major Stakeholders Correlated to Leadership Behaviors in High Poverty Middle Schools

A growing body of research has examined relational trust in schools and its impact on school climate and student achievement. Trust is a complex concept. It has many layers such as benevolence, openness, reliability, competence, and honesty (Hoy & Tschannen-Moran, 1999). Principals who display collegial and supportive behaviors generate a high level of trust whereas principals who display restrictive and directive behaviors generate low levels of trust (Goddard, Tschannen-Moran, & Hoy, 2001). Principals are vital stakeholders in a school community. This is especially true for principals who serve high poverty schools where the challenges are unique and daunting. Despite the research on the importance of relational trust as a social capital tool for schools, there is little research that includes the principals’ perception of trust in their stakeholders. This descriptive quantitative study explored the relationship between the principals’ level of trust with his/her major stakeholders and the principals’ level of engagement in key leadership behaviors. High poverty middle school principals from a northeastern area were surveyed. The survey instrument includes statements on trust, organizational climate, leadership behaviors. The results of this study revealed that principals trust their major stakeholders and practice effective leadership behaviors are trustworthy leaders. This study filled a void in research on relational trust in schools

Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts

The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach were able to communicate a common vision for literacy reform, which resulted in increased implementation of the reform framework in their schools

Role of Relational Trust on Customer Behavioural Intentions: Evidence from Kenya's Banking Sector

Increasing competiveness among service firms fueled by globalization have made it increasingly imperative for service firms to place emphasis on relationship marketing activities that enhance long-term relationships with profitable customers at the expense of attracting of new customers. The challenge is even bigger for Kenya's financial services sector where bank products remain thinly differentiated, shifting competition to other areas that target to cultivate customer loyalty. Thus, the purpose of this study was to examine the role of relational trust, considered as an antecedent of relationship marketing quality on customer behavioural intentions in Kenya's banking sector. Utilizing a descriptive survey research design and adapted measures of relational trust and behavioural intentions on a sample of 334 bank account holders from 43 commercial bank branches in Mombasa, Kenya, the study establishes the most important dimension of trust in the study's context is customer's trust in the bank. Trust in the bank as a brand is a most significant factor in driving their loyalty to the bank, re-purchase intention, willingness to pay a higher price for the bank's services over others and a tendency to recommend it to surrounding people. Thus, strategies for building trustworthiness, supported by customer loyalty as a desirable outcome, can be seen as a method for creating a competitive advantage for service organisations. Keywords: Relational Trust, Bank, Trust Employee Trust, Behavioural Intentions