| The research literature on the importance of trust in society is prolific. More specifically, there is now empirical research that documents a strong link between schools with high levels of trusts and improved student achievement. Given the multiple meanings of trust from the various disciplines there emerged a need to examine the various types of trust and their impact on building trust in schools.; This conceptual study developed an Interdisciplinary Trust Typology to provide school system leaders with a better understanding of the different types of trust and their impact on building trust in schools. The trust types classified in the typology are: particularized, generalized, institutional, altruistic, fiduciary, and dispositional trust. In addition, the following three trust subtypes were examined: interpersonal, impersonal and borrowed trust.; In the course of the development and examination of the trust types common attributes of trust emerged as important manifestations of trust. The five most common trust attributes in the literature are: competence, openness, benevolence/caring, reliability and honesty. These attributes are simple, measurable concrete actions in which members of any school community (educators, parents, students etc.) can demonstrate their intentions to fulfill their obligations to another.; The implications for educators and school system leaders are critical and difficult to implement. There is a strong link between the expectation aspect of trust and effective schools literature. Clear and shared expectations are foundational to building trusting relationships. School system leaders must assist school communities in the development of a clear and shared vision around the purpose of schools. This is particularly important in low performing schools, where trust is at its lowest.; Equally important is the need to build human capital in schools. This is achieved through ongoing professional development that allows for practice in the skills and dispositions important to initiating and sustaining trust. Lastly, the most difficult implication requires the creation of a school environment founded on contracts and legal mandates into one that allows for voluntary associations and norms of reciprocity (social capital). It would appear that individual and collective repeated, small demonstrations of the trust attributes are key to building this social capital. |
