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Creating Schools We Can Trust

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The level of trust in a school is determined by the level of collaboration between the principal, teachers or faculty and the parents. A positive relationship between the three categories automatically creates an atmosphere of trust within the school setting. Faculty trust in the principal comes across a as a major factor in building an institution that the above three groups can trust in. Collaboration of faculty and principal with parents and students comes across as a potent variable in building trust in schools. If there is collaboration, then the students would be counted on to respect systems and structures of school, the parents would become more open with the faculty during decision making that affected the students’ education.

Collaboration decreases the level of defensiveness on the part of the principal and faculty and also encouraged a greater willingness to share authority and responsibility. Collaboration in trust creates the social capital that builds excellent schools as the faculty and parents participate in problem solving processes through contact and understanding thereby transforming the school into a vibrant learning community.

Within the school learning structure, there are three elements; the people, the program, and the plant. There are managerial and instructional issues to be dealt with in all categories. Effective principals are managers and instructional leaders - both roles are essential. The school community provides a mutually beneficial relationship in which the principal can play a leading role by assisting the learning climate of a school. Interestingly, it has been observed that student achievement is higher when parents display interest by being actively involved in their children's education. Involving students in the community activities cultivates a sense of responsibility and service to their community hence the overall result is a working system where everyone assumes responsibility and performs towards the overall success of the school.

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