TRUST MATTERS 5
TrustMatters: Leadership for Successful Schools
TrustMatters: Leadership for Successful Schools
Educationis, somewhat a fluid career, come encounter it is dynamic and callsfor an individual to exercise adaption and flexibility. However, thiscannot be achieved with rigid bureaucracy and hierarchy (Tschannen,2004). Trust must be incorporated as the main factor influencingeffectiveness of the staff in a school or more so, the educationsystem at large. This paper looks at the work of Tschannen Moran’swork on “Trustmatters: Leadership for Successful Schools.”Thepaper seeks to give a pragmatic and practicable approach t o solvethe issues of leadership in schools with trust.
Tschannen(2004) asserts trust as a prerequisite to effectiveness of staffwithin an educational institution. The author carries out a researchon various teachers from various schools to come up with theconclusion. It is identified that the relationship between theteachers and their colleagues and that between the same teachers withtheir principals, influences the extent to which they deliver theirservices to the students and parents. Tschannen (2004) refers to thecolleagues as the faculty with further claims that the perceptionand regard of a teacher by his or her partners greatly impacts on howmuch he or she will deliver.
The principal as the ultimate leader of the school has greatinfluence and consequent impact on the performance of the teachers. Astringent principal has been proven to have adverse effects on theperformance of his or her staff (Tschannen, 2004). With this in mind,Tschannen proposes that the principal should develop trust in theirstaff. They should let them enough space to exercise professionalismas opposed to bureaucracy and hierarchical decision makingstrategies. Tschannen (2004) provides a definition of trust toaccentuate its importance in the academic field. She goes ahead toexplain to the school leader how important trust is to the wholeacademic fraternity. Tschannen (2004) defines trust as thewillingness of an individual or a group to be vulnerable to anotherparty basing it on the other party’s providence to be competent,confident, benevolent, open and honest. The five principles herebyidentified are the pillars of trust.
Theprocess of creating trust is essential based on the relationshipsthat exist between colleagues and leaders principals in this case.The establishment of trust within the teaching taskforce ensures thatthere is efficient communication and service delivery to theirclients parents and students (Tschannen, 2004). In order tocultivate mutual trust among the teaching staff, Tschannen (2004)identifies that professionalism has to be exercised at its best.Every teacher should be entrusted to handle issues that pertain tohis or her clients without undue influence from the top management orthe faculty.
Inher theory’s practicability, it can be argued that a teacher shouldbe allowed to exhibit his or her professionalism in the issues thatinvolve his or her students (Tschannen, 2004). For instance, theprincipal should restrain from intervening in a delinquency casewhich is being handled by a class teacher. It is demoralizing to theteacher and it would lead to demoralization of the teacher. This willhave an effect that transcends into the killing of the teacher’smorale to do more than she is expected to do he or she will be doingthe job for the sake of it but not from personal drive (Tschannen,2004).
AsTschannen (2004) suggests, there ought to be concerted efforts toensure that there is cohesiveness but at the same time,professionalism s respected, and put to practice. With the fiveprinciples of trust, she avails an effective method in which thevirtue ought to be instigated. It is prerequisite to developexercises to enhance a coherent working environment with respect toone another’s abilities.
Tschannen(2004) explores the dynamics of betrayal. She explains it as adisastrous engagement whose effects could lead to revenge orwithdrawal. When a principal betrays his or her member of staff, itis enough to make him or her to seek revenge or withdraw fromresponsibilities (Tschannen, 2004). Subsequently, the betrayal willlead to a discordant working relationship and hence no respect forprofessionalism.
Betrayaland revenge always impedes trust which is its only solution. Theparadox culminates the problem into an over-whole loss and failure inthe delivery of services to the clients. According to Tschannen(2004), the betrayal-vengeance chain should be avoided at all cost,noting that people are of different personalities and would reactdifferently when presented with different scenarios. It is trustamong stuff that is able to counter the occurrence of betrayal, andits consequential effects.
Theteaching staff is not the only stakeholders in the education cycle(Tschannen, 2004). In order to enhance an all-round system, Tschannen(2004) suggests that the teachers and principals ought to create anenabling environment for the students and parents by fostering trustin their relationships with them. Having earned trust from studentsand the parents, the faculty is confident and assures delivery ofquality services. Likewise, when the parents and students can trustthe faculty, they are at ease and confident that their teacher willpractice professionalism the best way they know. With such a coherentinteraction, the learning process becomes a sweet rhythm to whichevery stake holders can dance.
Tschannen,M. M. (2004). Trustmatters: Leadership for Successful Schools.SanFrancisco, CA: Jossey-Bass