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dc.contributor.authorEdwards-Groves, Christine
dc.contributor.authorGrootenboer, Peter
dc.date.accessioned2021-08-03T00:52:59Z
dc.date.available2021-08-03T00:52:59Z
dc.date.issued2021
dc.identifier.issn1363-2434
dc.identifier.doi10.1080/13632434.2021.1915761
dc.identifier.urihttp://hdl.handle.net/10072/406496
dc.description.abstractResearch to date is rich in its claim that practice development in schools, and the leadership and professional learning that it demands, requires relational trust. However, reasonings for, and understandings about, relational trust are described mainly in general terms, leaving its complexity and multidimensionality implicit. Much trust research in schools has focused on principals, neglecting fulsome characterisations of relational trust as it is engendered in practices by middle leaders often responsible for leading school-based professional learning. This article addresses an empirical void in expositions outlining the intricacies of relational trust. Results advance previous ethnographic research conducted in primary schools delineating five interconnected dimensions of relational trust: interpersonal, interactional, intersubjective, intellectual and pragmatic. Findings from a two-year replication study conducted in secondary schools are presented. Deductive thematic analysis of semi-structured interviews with educators from three Australian secondary schools adds analytic depth to previous research. Revealed is a doubleness in how relational trust, in five dimensions, was found to not only form conditions for middle leaders to consciously build and cohere, protect and preserve communicative spaces for developing trust; but that this trust reciprocally generated conditions for realising the transformational goals of school-based professional learning.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofpagefrom260
dc.relation.ispartofpageto283
dc.relation.ispartofissue3
dc.relation.ispartofjournalSchool Leadership & Management
dc.relation.ispartofvolume41
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3903
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsMiddle leading
dc.subject.keywordspractice architectures
dc.subject.keywordsprofessional learning
dc.titleConceptualising five dimensions of relational trust: implications for middle leadership
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationEdwards-Groves, C; Grootenboer, P, Conceptualising five dimensions of relational trust: implications for middle leadership, School Leadership & Management, 2021, 41 (3), pp. 260-283
dc.date.updated2021-08-02T00:03:56Z
gro.hasfulltextNo Full Text
gro.griffith.authorGrootenboer, Peter J.
gro.griffith.authorEdwards-Groves, Christine J.


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