Relational trust as an organizational property grounded in discernment of intentions within mutual obligations¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The paper develops relational trust as a collective property of a social institution, building on Coleman's trustworthiness in social networks but rejecting a purely rational-choice account. Trust takes three forms — organic, contractual, and relational — of which relational trust, founded on beliefs and explicit expectations regarding obligations, is most relevant to schools. Its defining feature is discernment: "relational trust entaiIs a dynamic interplay of actual behavior and a discernment of intentions in the context of the obligations that are shared by various parties." Fulfilling obligations requires doing the right thing for the right reasons.

Design Implications¶

Context¶

Requirements¶

• Sustained social interactions among parties through which expectations can be validated and intentions discerned

Constraints¶

• Relational trust can only be informally and infrequently monitored, and abrogations are not easily subject to legal redress; individuals typically withdraw trust when expectations are violated

Target Learners¶

• Elementary school communities in urban districts

Target Learning Objectives¶

• School improvement and organizational conditions supporting student learning

Claims¶

• Relational Trust Hierarchical Respect Trust Caring [+M]
• Relational trust varies substantially between schools, supporting its treatment as an organizational property [+W]
• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations [+W]

Related Theories¶

• Relational trust: effective social relationships in and around schools as a prime resource for school improvement
• Role relational specificity: trust in schooling operates through asymmetric role relations among teachers, principals, and parents

Examples¶

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Key Sources¶

• Bryk, A. S., & Schneider, B. (1996). Social Trust: A Moral Resource for School Improvement. University of Chicago, Center for School Improvement (draft). https://consortium.uchicago.edu/publications/social-trust-moral-resource-school-improvement