Abstract
Purpose. The purpose of this qualitative study was to identify prominent practices that increase trust among middle school teachers. A new teacher in a middle school classroom has a positive outlook for how he or she is going to teach his or her students, manage the classroom, track and set pacing of standards to teach in a year, communicate with parents, motivate students, and impress the principal. However, this positive outlook quickly fades when the teacher is faced with these tasks in isolation. By identifying the prominent practices that increase trust among middle school teachers, the work life of teachers and school academic performance improves. Methodology. Based on a review of the literature, the key conceptual framework categories for building trust were concern, competence, integrity, and commitment. This qualitative study consisted of interviews with seven retired middle school teachers in the southwestern United States using the dynamic narrative approach (DNA) research method, which allows for individual as well as group participation. Validity was established through an expert panel of researchers, and data analysis included interrater reliability. Findings. The study identified eight prominent practices that increase trust among teachers as a part of the conceptual framework. They were attending social interactions and events, collaborating on work, engaging in regular positive contact with colleagues, using best practices, accepting responsibility, communicating clearly and directly, spending time working beyond regular school hours, and collaborating. Conclusions. The prominent practices identified are key to enhancing the effectiveness of education leaders and teachers by providing guidance for increasing trust. The eight prominent practices revealed that it is important for education leaders to create structures that allow for the utilization of the prominent practices. The study also revealed strategies that teachers can use to increase trust with other teachers. Higher levels of trust among teachers improve the school environment and achievement. Recommendations. Continued research is needed in order to further understand the prominent practices that increase trust in a larger population and territory to further support the practices identified in this study. The findings of this study provide education leaders and teachers with practices to increase trust in schools.