Abstract:
The primary objective of this study was to examine the current status of trust between teachers and
school leaders in secondary schools of Jeldu Worde, West Shao Zone. . The study was conducted in 4
secondary schools of Jeldu woreda. The sample techniques used for the study were randam sampling
and comprehensive sampling techniques. Source data were obtained from primary and secondary
using questionnaires and interviews. Information was gathered from the subjects through a survey
questionnaire and interview; besides. In addition to primary sources, document analysis was
employed as secondary sources. Methods of data analysis various statistical tools such as; frequency,
percentage, mean, standard deviation, and t-test were used to analyze the data. The research methods
and design employed for the study where comparative after data were analyzed qualitatively and
quantitatively. The collected data was analyzed using SPSS software version 26; to analyze the
collected data descriptive statistics (means, and standard deviations) were used. Findings of the study
revealed that there was difference between school leaders and teachers considering their views on the
concept of trust. Teacher’s perception on the current status of trust between teachers and school
leaders were at low level and school leaders too. The dimensions (faces) of trust on which teachers
trust school leaders least was “competence” and the most was found to be "Benevolence" whereas
school leaders trust teachers least was “reliability” and the school leaders had no questions on
teachers “competency” they trust them most. In addition the extent to which the majority of school
leaders stayed on their position was 5 months. A problem associated to “competence” of school
leaders also identified as hindrance in creating trust between teachers and school leaders; whereas
"communication" was the major factors that promote mutual trust between teachers and school
leaders. The findings of the study further show that while cultivating trust by maximizing different
dimensions (faces) of trust, school leaders did not play their prominent roles in secondary schools. In
the conclusion the communication problems of school leaders with teachers in secondary schools were
the key problems that need urgent remedy. At the end, based on the findings and conclusions drawn,
recommendation was given for factors that hinders trust between teachers and school leaders in the
schools should be minimized were made
