The Current Status Of Trust Between Principals And Teachers In Government Preparatory Schools Of Gambella Peoples National Regional State

This research was designed to examine the current status of trust between principals andrnteachers in government preparatory schools of Gambella Peoples‘ National RegionalrnState. The methodology of the research was descriptive. On top of that, the study wasrnguided by questions; such as, (1) What is the current level of trust between principals andrnteachers in government preparatory schools of Gambella Peoples‘ National RegionalrnState?; (2) What are the major barriers that hinder trust between principals and teachers inrngovernment preparatory schools of Gambella Peoples‘ National Regional State?; and (3)rnTo what extent are the behavior of the principals and the behavior of teachers madernimpact upon teaching and school effectiveness in government preparatory schools ofrnGambella Peoples‘ National Regional State? Data were collected by means ofrnstandardized questionnaires; such as, The Omnibus T-Scale (The Principal Trust Scale &rnThe Faculty Trust Scale), The School Climate Index (Collegial Leadership & TeacherrnProfessionalism) and The Multifactor Leadership Questionnaire (Leadership Outcome).rnAccordingly, trust in schools was measured as the trust perceptions‘ of principals andrnteachers. The two sub-scales of school climate; i.e., collegial leadership and teacherrnprofessionalism were measured through the perceptions of teachers. Moreover, leadershiprnout come with its three dimensions—effectiveness, satisfaction and extra effort—wasrnmeasured through the perceptions of both principals and teachers. Surveys were used torncollect the perceptions of principals and teachers from a purposive sample of five (5)rnpreparatory schools in Gambella region. A total of five (5) principals (100%) and onernhundred twenty eight (128) teachers (89.51%) returned usable surveys. All data werernaggregated to the school level using the means completed surveys items. The currentrnlevel of trust, school climate data and leadership outcome data were then statisticallyrnanalyzed using the non-parametric statistical analysis. The major findings of the studyrnindicated that the level of trust between principals and teachers was low, collegialrnleadership and teachers‘ professionalism were not rightly practiced. Consequently, thernteaching and learning process in the schools where the study had been taken was notrneffective.

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