**4. The concept of institutional trust**

Trust can be shown as one of the most important factors in interpersonal relations and interaction. It has been subject to studies in the fields of organization, management and organizational behavior since the 1980s [86].

Cummings and Bromiley [87] define trust as a mutual belief between individuals or groups that they will not use the opportunities to obtain advantage by keeping the promises of a group or individual made to other group or individual. Studies on organizational trust examine trust under three main headings. These are:


According to Hosmer [91], the five characteristic features of trust are as follows:


Handy [92] stated that trust:


**3.6. The benefits of school culture**

members [64, 65].

14 Leadership

Although the definition of culture is difficult to measure and causes some concerns, organizational culture offers a variety of benefits to this organizational leader and organizational

• Organizational culture contributes to the organization's staff to work more effectively and harmoniously with the organizational leader, as well as providing regular procedures for

• A positive and effective school culture has many benefits such as increasing commitment to the school, developing trust toward school and the management, preventing destructive conflicts, shaping the behaviors and expectations of teachers and students at the school and

• It increases the effectiveness and efficiency at school (such as academic success of students,

Trust can be shown as one of the most important factors in interpersonal relations and interaction. It has been subject to studies in the fields of organization, management and organiza-

Cummings and Bromiley [87] define trust as a mutual belief between individuals or groups that they will not use the opportunities to obtain advantage by keeping the promises of a group or individual made to other group or individual. Studies on organizational trust exam-

According to Hosmer [91], the five characteristic features of trust are as follows:

laying out business strategies and methods so that they can work effectively.

• It increases commitment to the vision of the school.

increasing school success, etc., [65].

**4. The concept of institutional trust**

ine trust under three main headings. These are:

• Helpfulness (thinking about the wellness of others)

• Openness (sharing opinions and knowledge freely)

• Consistency (showing similar behaviors in similar situations)

performance of teachers) [85].

tional behavior since the 1980s [86].

• Trust to the organization [88–90]

• Honesty (sticking to rightness)

• Competence (being skilled)

• Trust to colleagues • Trust to the manager


Trust is fragile; for this reason, it is not expected to show continuity. The behaviors which develop and preserve trust can be listed as follows (Covey 2004 cited in [93]):


The recommendations for repairing trust in the case that trust is reduced or breached can be listed as follows [93]:


Establishment of organizational trust at schools is not an easy task. Education institutions are environments where changes in terminal behaviors are targeted and within this framework interpersonal relations are experienced in the most intense manner. Ensuring the formation of trust in education institutions can lead to developments which will affect the quality of relations with teachers, students and parents in the short term and the entire social life in the long term. School is an organization which produces services, and this service can be highly qualified only if a positive intra-organizational environment is provided. Good relations between the employees, specification of the tasks and responsibilities and also talented employees willing to show their work have critical roles in the formation of trust in the institution [94].

exist, detachment between teachers and students and an unhealthy climate of communication exist. At schools with low level of trust, leaders pay effort to satisfy small interest instead of working for the group and the school. When lack of trust claims the school culture, it is not possible for the school to perform efficient work. In order to assure positive change at schools, we have to create an environment of relations based on trust. For the solution of many problems faced at schools, creating a trust-based working environment is the preliminary condition [100].

The Relationship between Instructional Leadership Style, Trust and School Culture

http://dx.doi.org/10.5772/intechopen.75950

17

**5. Role of instructional leadership in constructing school culture and** 

may in turn become a source of organizational conflict.

School culture is a phenomenon that is created by students, teachers, administrators, parents and other school staff members, and it is acquired in the form of habits, beliefs, perceptions, behaviors and norms. School culture influences every aspect of how a school functions including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education as principals, teachers, students and parents. Quality of the communication among leaders of education, teachers and students plays an important role in constructing trust in a school. Trust will increase the motivation and morals and improve cooperation, school culture, organizational commitment and the impact of the instructional leaders on teams. How do the instructional leaders gain trust of others? Teacher leaders can gain trust of teachers if they help them as peers not as expert supervisors and avoid to give strict feedback about the teaching activities of the teachers [45]. They have to be facilitators by pointing out the weaknesses and showing the ways to increase the effectiveness of the activities. Teacher leaders are more effective when they are supported by the principals [40]. Principals may inform the teachers about the roles and importance of teacher leaders to increase school effectiveness and may provide sufficient time for them to work together [35]. Coaching can be effective when supported by the principals [101] and the teachers [102]. Principals can explain the importance of coaching to the teachers for improving teaching [37]. The works of the instructional leaders of a school are complementary of each other so that they have to trust and support each other. In this way, leadership can contribute to improve student learning by shaping the conditions and school climate based on the school objectives which target to meet the needs of contemporary society. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This

Taking into consideration the impact on the shaping of school culture, weaknesses and training needs of instructional leaders to succeed in their mission can be analyzed, and education opportunities can be provided to improve their instructional leadership qualifications; then measures can be taken against the factors that restrict instructional leadership. It is necessary that school leaders are aware of the importance of instructional leadership and positive, cooperative school culture is structured and developed at schools in order to ensure the effectiveness of schools and student success. In context of distributed leadership, principals, teacher leaders, deputy heads or coaches should work together, support each other as instructional leaders to reach the goals of the school. This may happen only in a climate of trust and mutual

**trust**

Trust and the reflections of trust phenomenon in organizations, meaning organizational trust, have been mentioned so far. In the end of theoretical explanation, details will be given about the reflection of trust and the phenomenon of organizational trust in the school. The place of trust phenomenon at schools is close to, if not more important than, the position of the trust phenomenon in other organizations as schools are institutions that are established to create behavioral change in individuals. Most part of school product constitutes the behavioral changes in the people that it educates. There are very few types of organizations where human element is as dominant as school. In an institution where human element is dominant, trust, which keeps people together and which is the result of relations between them, has huge importance. According to Tshanmen-Moran et al. [95], trust is necessary to achieve success at school and to establish a better environment between managers and teachers in terms of education. The five basic criteria for creating trust at school are helpfulness, trustworthiness, competence, honesty and openness. We can list the benefits that a strong organizational trust level can provide to the school as follows:


According to Bryk and Schneider [99], below are the actions that can be taken to create a sustainable climate of trust at school:


Taking into consideration the development and efficiency of school, trust represents a critical point. Trust lays the foundation of performing good and effective work at schools, whereas lack thereof appears as a factor which hinders such a development. At schools where trust does not exist, detachment between teachers and students and an unhealthy climate of communication exist. At schools with low level of trust, leaders pay effort to satisfy small interest instead of working for the group and the school. When lack of trust claims the school culture, it is not possible for the school to perform efficient work. In order to assure positive change at schools, we have to create an environment of relations based on trust. For the solution of many problems faced at schools, creating a trust-based working environment is the preliminary condition [100].

trust in education institutions can lead to developments which will affect the quality of relations with teachers, students and parents in the short term and the entire social life in the long term. School is an organization which produces services, and this service can be highly qualified only if a positive intra-organizational environment is provided. Good relations between the employees, specification of the tasks and responsibilities and also talented employees willing to show their work have critical roles in the formation of trust in the institution [94]. Trust and the reflections of trust phenomenon in organizations, meaning organizational trust, have been mentioned so far. In the end of theoretical explanation, details will be given about the reflection of trust and the phenomenon of organizational trust in the school. The place of trust phenomenon at schools is close to, if not more important than, the position of the trust phenomenon in other organizations as schools are institutions that are established to create behavioral change in individuals. Most part of school product constitutes the behavioral changes in the people that it educates. There are very few types of organizations where human element is as dominant as school. In an institution where human element is dominant, trust, which keeps people together and which is the result of relations between them, has huge importance. According to Tshanmen-Moran et al. [95], trust is necessary to achieve success at school and to establish a better environment between managers and teachers in terms of education. The five basic criteria for creating trust at school are helpfulness, trustworthiness, competence, honesty and openness. We can list the benefits that a strong organizational

• It lays the foundation of a broad-based development and change that will be ensured at

• It shows whether the works and operations at school are conducted in a healthy manner

• Trust toward colleagues and school makes teachers open to innovation and change [97].

• A trustworthy school climate ensures that teachers think about how to provide a better

According to Bryk and Schneider [99], below are the actions that can be taken to create a sus-

Taking into consideration the development and efficiency of school, trust represents a critical point. Trust lays the foundation of performing good and effective work at schools, whereas lack thereof appears as a factor which hinders such a development. At schools where trust does not

• It gives hope to teachers about regulations and changes made at school.

• School personnel having the competence for performing their job

• All employees being open and honest in their relations

• Transparency between managers and employees

trust level can provide to the school as follows:

• It ensures that teachers know each other better.

learning environment [98].

tainable climate of trust at school:

school.

16 Leadership

[96].
