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

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 may in turn become a source of organizational conflict.

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 support which becomes an integral part of school culture. So school leaders should establish trusting relationships with each other if they place priority on effective instruction, student success and school improvement.

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