Trust in Administration: How Administrators Relate to Parents of Students with Disabilities

Volume 3 - Issue 4
Lisa Allen Paula Jean Burns
Pages: 64-83 Download Count : 1455 View Count: 1173 Facebook Share on Google+ Save to Zotero Save to Mendeley


Parental trust in school administration was significantly related to parental involvement in the classroom (Machen, Wilson, & Notar, 2005). In special education, parental trust was identified “…as a foundational element in many issues involving conflict between parties” (Lake & Billingsley, 2000, p. 244). The purpose of this qualitative study was to examine interactions between elementary school principals and parent(s) of students with special learning needs from the perspective of the parent(s) to determine principal behaviors that fostered a trusting relationship. The authors utilized a conceptual framework based on research by Tschannen-Moran (2004) that identified five key components of trust. Parental responses were categorized based on these five components to determine elementary principal behaviors that foster trust.


  • trust
  • special education
  • parent involvement
  • administration
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