Résumés
Abstract
My encounter with Lacourt Suárez’s (2026) Positive Leadership and its Impact on Improving the Climate in Chilean Schools. A Comparison between Teachers and School Leaders (Lacourt Suárez, 2026), compelled me to raise considerations for the role of trust in leadership and implications for effective teaching, successful students, and the achievement of social democratic goals. I wondered about how this equation manifests in contexts characterized by power differentials and intergenerational distrust. By reframing from a linear cause-and-effect to a cycle of negotiating trust and its implications for effectiveness, learning, and equity, we can not only recognize and encounter distrust but also embrace it in dissonance. Considering distrust as an attribute of calibrating relationships informed by social conditions that lie beneath the veneer of the certainty of trust, school leaders can discover the liberating discourse that results from interrogating trust and embracing the complexity and conditions that instigate distrust. Accepting these conditions as norms in building relationships based on authenticity has the potential to disrupt lingering power relationships in schools and society.
Keywords:
- trust,
- school leadership,
- relationality,
- equity
Parties annexes
Bibliography
- Bassil-Morozow, H. V. (2015). The trickster and the system: Identity and agency in contemporary society. Routledge.
- Bird, C. P., Lee, T. S., & Lopez, N. (2013). Leadership and accountability in American Indian education: Voices from New Mexico. American Journal of Education, 119, 539-564. https://doi.org/10.1086/670965
- Bird, J. J., Wang, C., Watson, J. R., & Murray, L. (2009). Relationships among principal authentic leadership and teacher trust and engagement levels. Journal of School Leadership, 19(2), 153–171. https://doi.org/10.1177/105268460901900202
- Buckmiller, T. (2015). Seagulls and eagles: Indian principals’ perceptions of school leadership for Indian students. Journal of School Leadership, 25(5), 876–898. https://doi.org/10.1177/105268461502500504
- Cockrum-Murphy, L. (2010). Stronger at the broken places: Heuristic inquiry growing up in chaos and the journey from suffering to self-actualization. Lambert Academic Publishing.
- Cunliffe, A. L., & Eriksen, M. (2011). Relational leadership. Human Relations, 64(11), 1425-1449. https://doi.org/10.1177/0018726711418388
- Henderson, D., Carjuzaa, J., & Ruff, W. G. (2015). Reconciling leadership paradigms: Authenticity as practiced by American Indian school leaders. International Journal of Multicultural Education, 17(1), 211–231. https://doi.org/10.18251/ijme.v17i1.940
- Jones, K. (2019). Trust, distrust, and affective looping. Philosophical Studies, 176(4), 955–968. https://doi.org/10.1007/s11098-018-1221-5
- Lacourt Suárez, L. (2026). Positive leadership and its impact on improving the climate in Chilean schools. A cross look between teachers and school leaders. Canadian Journal of Educational Administration and Policy, (208), 123-135.
- Lim, L. (2019). Positive school leadership: Building capacity and strengthening relationships. Leadership and Policy in Schools, 18(4). https://doi.org/10.1080/15700763.2019.1631857
- Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: the leader’s role. Journal of Educational Administration, 55(1), 103–126. https://doi.org/10.1108/JEA-07-2016-0077
- Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G., & Moodie, N. (2019). Factors affecting the development of school and Indigenous community engagement: A systematic review. Australian Educational Researcher, 46(2), 253–271. https://doi.org/10.1007/s13384-019-00314-6
- Lu, H., Yang, Y., Wang, Y., Zhang, X., & Tan, L. (2021). Does distrust motivate or discourage employees? The double-edged sword of feeling ability-distrusted by supervisors. Acta Psychologica Sinica, 53(12), 1376–1392. https://doi.org/10.3724/SP.J.1041.2021.01376
- Massari, G. F., Giannoccaro, I., & Carbone, G. (2019). Are distrust relationships beneficial for group performance? The influence of the scope of distrust on the emergence of collective intelligence. International Journal of Production Economics, 208, 343–355. https://doi.org/10.1016/j.ijpe.2018.12.005
- Schul, Y., Mayo, R., & Burnstein, E. (2008). The value of distrust. Journal of Experimental Social Psychology, 44(5), 1293–1302. https://doi.org/10.1016/j.jesp.2008.05.003
- Strega, S. (2005). The view from the poststructural margins: Epistemology and methodology reconsidered. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous, & anti-oppressive approaches (pp. 199-235). Canadian Scholars’ Press.
- Szakolczai, Á. (2022). Post-truth society: A political anthropology of trickster logic. Routledge.
- Tschannen-Moran, M., & Hoy, W. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36(4), 334–352. https://doi.org/10.1108/09578239810211518
- Zoller, H. & Fairhurst, G.T. (2007). Resistance leadership: The overlooked potential in critical organization and leadership studies. Human Relations, 60(9), 1331-1360. https://doi.org/10.1177/0018726707082850