How do Principals in Aotearoa New Zealand Build and Sustain High-Trust Relationships in English-Medium Primary Schools?

This doctoral research investigates how principals in Aotearoa New Zealand build and sustain high-trust relationships in English-medium primary schools. Relational trust is widely recognised as foundational to effective educational leadership; yet, limited empirical research exists on how it is enacted and maintained within Aotearoa New Zealand’s unique bicultural context. Grounded in Hoy and Tschannen-Moran’s (1999) Five Facets of Trust and informed by documents and frameworks including the Kiwi Leadership for Principals (Ministry of Education, 2008), the Leadership Best Evidence Synthesis (Robinson et al., 2009), and the Educational Leadership Capability Framework (Education Council of Aotearoa New Zealand, 2018), the study primarily used a qualitative research design. An initial national exploratory survey of principals provided broad insights into perceptions and practices of trust, while a single-case study across five schools yielded rich qualitative data through semi-structured interviews, informal observations, document analysis, and focus groups. Findings reveal that principals build relational trust through a complex interaction of culturally responsive leadership, emotional intelligence, transparent communication, ethical leadership, and role modelling. Benevolence and honesty emerged as the most prominent facets, closely linked to practices such as supporting staff well-being, admitting mistakes, and demonstrating care and humility. Openness and reliability were evident in inclusive decision-making and consistent leadership behaviours, while competence was demonstrated through strategic planning and professional credibility. Across all cases, principals embedded trust-building practices within school culture through shared values, distributed leadership, and commitment to professional development. Crucially, the study highlights the alignment between the five facets of trust and mana-enhancing Māori values, Te Tiriti o Waitangi articles, and the dimensions of a low-power distance culture, offering a culturally situated model of relational trust. These insights hold implications for leadership development, educational policy, and culturally responsive practice in Aotearoa New Zealand. The research also contributes a practical Five Facets of Trust Toolkit for school leaders and policymakers, providing evidence-based strategies to build and sustain trust and enhance inclusive and resilient school communities.