0.5 Redburn, m. (february 2009). developing trust in schools through  (Page 7/9)

Trust and facets of trust

While the emergence of relational trust resulting from consensus practices was not a direct inquiry in the interview questions, each administrator and two of the Lincoln teachers observed the development of trust in the adult relationships in their schools as a consequence of these practices. Put plainly, the superintendent stated, “I think it builds relationships. I think it builds trust.” Supporting that contention, one of the teachers commented, “…you feel validated and you feel that you can trust me…and so, I know I can do the same with you.” The other themes that emerged in the interviews were expressed using terminology associated with trust in the literature.

The interviewees used other terms describing relational conditions throughout the interviews. They reported that school participants in consensus processes felt valued and validated. They spoke of respect and feeling comfortable to speak up. They described the sense of appreciation and welcoming that accompanied the use of consensus strategies. They noted consensus participants feeling good about what they were doing and believing there was a way to participate in meaningful decisions. These descriptors of the effects of consensus were often associated with high levels of collaboration and empowerment fueled by high participation rates. These two effects are linked to a willingness to take responsibility and commit time and effort in pursuit of goals. Each of these reported effects of the consensus process are linked directly to relational trust or its facets as described in the literature (Tschannen-Moran, 2004).

Listening and being heard

A second prominent theme in this study’s interviews was the importance and value of providing teachers, parents and others in the school community the opportunities to listen and to be heard. The interviewees described the effects of consensus activities that allowed all participants in a process to be heard – “get their voices in the room” – and the act of genuinely listening for understanding. From the listening perspective, common among the interviewees was the belief that genuine listening brought about better understanding. The results of this understanding were a greater appreciation for the other person’s position, thereby reducing conflict by raising the sense of regard for others.

From the standpoint of being heard or “getting your voice in the room,” staff members reported that the experience of being heard in a meaningful manner resulted in their feeling respected and that the absence of listening and being heard is indicative of the lack of trust. Gayle, a third grade teacher declared, “…my ideas were respected and we talked about them and I was allowed to express them.” Although each staff member reported benefits to both the listeners and speakers when engaged in the consensus strategies reported in this study, the most prevalent aspect of these human interactions was the benefit derived from the perspective of the speaker when they were genuinely being heard by others. The second grade teacher, Ellie observed that, “When I listen to you, you feel validated and you feel that you can trust me because I am listening to you.”