Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory

Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.

► Teacher perception of relational trustworthiness related to headteacher visibility. ► Personal characteristics moderate teacher perception of headteacher trustworthiness. ► Types of headteacher visibility moderate teacher perceptions of trustworthiness. ► Teachers perceived higher competence trustworthiness than relational trustworthiness. ► Findings comparable to U.S.-based research.