Abstract

Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.

Citation

Hallam, P.R., Boren, D.M., Hite, J.M., Hite, S.J. & Mugimu, C.B. (2013). Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory. International Journal of Educational Development, 33(5), 510-520. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/196501/.

Keywords

• Africa
• education
• Educational Administration
• Headteacher visibility
• International Education
• trust