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Teacher Distrust in the School Principal: A Mental State Distinct from Trust

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Title: Teacher Distrust in the School Principal: A Mental State Distinct from Trust
Language: English
Authors: Curt M. Adams (ORCID 0000-0003-4181-3852), Patrick B. Forsyth
Source: Journal of Educational Administration. 2025 63(1):18-33.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Trust (Psychology), Teacher Attitudes, Principals, High School Teachers, Teacher Administrator Relationship, Work Environment, Stress Variables, Administrator Characteristics, Administrator Behavior, Leadership Styles
DOI: 10.1108/JEA-04-2024-0136
ISSN: 0957-8234
1758-7395
Abstract: Purpose: Early conceptual thinking about distrust and more recent neurological evidence reveals that distrust is not the same as low trust. They are distinct mental states, active in different brain regions and shaped by different experiences. We use this evidence to conceptualize teacher distrust in the school principal and to construct a set of hypotheses for empirical testing. Design/methodology/approach: A correlational research design with teacher survey data was used for the empirical study. Teacher survey data came from a sample of high school teachers in a metropolitan area of a southwestern state in the United States. A total of 801 high school teachers received an electronic survey by email. Useable responses were received from 416 teachers, leading to a 52% response rate. Hypotheses were tested with structural equation modeling in AMOS 28 using Robust Maximum Likelihood estimation. Findings: The empirical evidence demonstrates that distrust and trust have different antecedents and that these perceptions have opposite relationships with teacher work stress and loyalty behaviors. Originality/value: This study is a first step toward better understanding the distinction between distrust and trust in school role-relationships.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457432
Database: ERIC
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  Data: Teacher Distrust in the School Principal: A Mental State Distinct from Trust
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  Data: <searchLink fieldCode="AR" term="%22Curt+M%2E+Adams%22">Curt M. Adams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4181-3852">0000-0003-4181-3852</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+B%2E+Forsyth%22">Patrick B. Forsyth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2025 63(1):18-33.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1108/JEA-04-2024-0136
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  Data: Purpose: Early conceptual thinking about distrust and more recent neurological evidence reveals that distrust is not the same as low trust. They are distinct mental states, active in different brain regions and shaped by different experiences. We use this evidence to conceptualize teacher distrust in the school principal and to construct a set of hypotheses for empirical testing. Design/methodology/approach: A correlational research design with teacher survey data was used for the empirical study. Teacher survey data came from a sample of high school teachers in a metropolitan area of a southwestern state in the United States. A total of 801 high school teachers received an electronic survey by email. Useable responses were received from 416 teachers, leading to a 52% response rate. Hypotheses were tested with structural equation modeling in AMOS 28 using Robust Maximum Likelihood estimation. Findings: The empirical evidence demonstrates that distrust and trust have different antecedents and that these perceptions have opposite relationships with teacher work stress and loyalty behaviors. Originality/value: This study is a first step toward better understanding the distinction between distrust and trust in school role-relationships.
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        PageCount: 16
        StartPage: 18
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      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Work Environment
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      – SubjectFull: Stress Variables
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      – SubjectFull: Administrator Characteristics
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      – SubjectFull: Administrator Behavior
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      – SubjectFull: Leadership Styles
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      – TitleFull: Teacher Distrust in the School Principal: A Mental State Distinct from Trust
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