Abstract

This study examines whether teachers in the high performing schools have high levels of trust towards theirprincipal. The study also compares differences in teacher demographic profiles based on their teachingexperiences, academic qualifications, age, types of schools and gender. A total of 250 teachers from five selectedhigh performing schools were randomly selected based on teacher trust levels. The study usedTschannen-Moran’s (2004) model of trust as instrument, which included benevolence, reliability, competence,honesty and openness as facets of trust. The findings reveal that generally teachers in high performing schoolsagree to their principals showing these five facets of trust at a high level. Openness facet places the highest levelof trust, followed by reliability. On the other hand, facets of benevolence exhibit the lowest level of teacher trustonto principal. Furthermore, the findings unveil significant difference between the premier types within thesub-urban school in the sampled schools. Theoretical and practical implications of the findings are alsoaddressed.

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