Practices, behaviours and actions of highly trusted primary school principals in Cyprus: An in-depth examination

Abstract

Faculty trust in educational leadership is a linchpin of schools’ functionality and efficacy. Teachers’ trust in their school leaders can significantly influence the work environment, teacher retention and student achievement. Our study, which employed a comprehensive mixed-methods approach, including 1320 questionnaires and interviews with 40 teachers and 5 principals, has identified eight practices, behaviours and actions (Fairness, Respect, Consistency-Reliability, Trusting the Teachers, Setting the Example, Competence – Organisation, Confidentiality, Open Door – Support) that foster robust trust in school leaders. These findings are not just insights but practical suggestions that school principals can implement to enhance faculty trust. By applying these insights, school principals can create a more trusting environment, improving teacher retention and student achievement. Furthermore, policymakers can use these insights to develop training initiatives that promote the growth of trustworthy educational leaders locally and internationally.