Building Trust: Five Research-Backed Strategies for Meaningful Relationships

 "Trust isn't built through grand gestures—it's earned in the quiet moments where consistency, honesty, and empathy align."

Writer’s block is real, especially if you have been blogging for as long as I have (15 years).  Going back and reflecting on past posts through my podcast has enabled me to explore new angles on, in my mind, very important topics and concepts.  Recently, on Unpacking the Backpack, I discussed research-based ways to build trust after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

Trust is the foundation of all meaningful relationships, whether in education, leadership, or personal interactions. Building trust involves intentional practices supported by research to create reliability, openness, and mutual respect. Here are five research-backed strategies to effectively build and sustain trust:

Demonstrate Consistency and Reliability 

Trust develops when actions align consistently with words and commitments. According to Mayer, Davis, and Schoorman (1995), perceived reliability significantly enhances trust in leadership contexts, influencing the quality of relationships and organizational outcomes.

Promote Transparency and Open Communication 

Transparent and honest communication fosters trust by reducing uncertainty. Research by Tschannen-Moran and Hoy (2000) emphasizes that openness and vulnerability in interactions create an environment where trust can flourish, significantly impacting school leadership effectiveness and educator satisfaction.

Show Empathy and Emotional Intelligence 

Trust strengthens when individuals demonstrate empathy and understanding of others' perspectives and emotions. Mayer, Caruso, and Salovey (2016) found that leaders with higher emotional intelligence are more adept at building trust, as they effectively manage emotions to foster genuine connections and a supportive atmosphere.

Cultivate Authenticity 

Authenticity involves being genuine and true to one's values, promoting trust through predictability and sincerity. Walumbwa, Avolio, Gardner, Wernsing, and Peterson (2008) illustrated that authentic leadership positively correlates with trust in leaders, leading to improved organizational commitment and performance.

Encourage Mutual Respect and Shared Decision-Making 

Trust is deepened when individuals feel valued and included in decision-making processes. Bryk and Schneider (2003) highlighted how relational trust within educational institutions is significantly enhanced through inclusive leadership practices that emphasize respect and collaborative decision-making.

By intentionally integrating these research-based strategies, individuals and leaders can cultivate stronger, trust-driven relationships that positively impact their organizations and personal interactions.

Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. 

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734. 

Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547–593. 

Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. 

The Professional Development Paradox: Why Good Intentions Go Astray in Schools

Who doesn't look forward to PD days? While some educators do, I have the feeling that many of you cringe at the thought.  Recently, on my podcast Unpacking the Backpack, I discussed the pitfalls of professional development (PD) after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

PD is the cornerstone of district and school culture. The idea is sound: equip educators with new skills, knowledge, and strategies to better serve their students. Yet, for many teachers and administrators, the mention of PD evokes a sigh rather than excitement. Why does this crucial investment so often fall short of its potential? The answer lies in several common pitfalls that plague PD initiatives in schools.

One significant issue is the lack of relevance and personalization. Too often, PD is a one-size-fits-all affair, delivered en masse regardless of individual needs or subject-specific challenges. A high school science teacher might find little value in a workshop focused on early literacy strategies, just as a veteran educator might feel patronized by introductory sessions on classroom management. This disconnect leads to disengagement and a feeling that time is being wasted (Darling-Hammond et al., 2017). This is compounded even more when it comes to administrators, as they rarely receive any meaningful PD on scheduled days, let alone throughout the school year. 

Another major hurdle is the "drive-by" nature of many PD sessions. A single keynote, breakout, workshop, or a short series of presentations rarely translates into lasting change in practice. Teachers, in particular, are bombarded with information but lack the time, support, and ongoing coaching needed to effectively implement new ideas in their classrooms. The knowledge gained often fades quickly without opportunities for reflection, collaboration, and practical application (Joyce & Showers, 2002). Again, as it relates to administrators, they are often forgotten and deserve quality PD.

If the above pitfalls aren’t worrisome, they are more. Insufficient follow-through and accountability can undermine even well-intentioned PD. If there's no mechanism to observe, discuss, reflect upon, and refine the implementation of learned strategies, the impact remains minimal. Teachers may feel they've ticked a box by attending, but the true measure of PD – improved student outcomes – is rarely tracked or analyzed effectively (Guskey, 2000). The same holds true for administrators at all positions.  This is where ongoing and job-embedded coaching become the optimal professional learning pathway for leaders.  

The lack of voice and ownership in the selection and design of PD is another critical flaw. When teachers feel like PD is something imposed upon them rather than something they actively participate in shaping, their embracement diminishes. Including educators in the needs assessment and planning stages can ensure that PD addresses real challenges and fosters a sense of shared responsibility for professional growth (Villegas-Reimers, 2003).

Finally, the time commitment and logistical challenges associated with PD can create significant barriers. Pulling educators away from valuable classroom time can disrupt student learning and add to already heavy workloads. Finding suitable substitutes, covering administrative duties, and scheduling sessions that accommodate everyone's needs can be a logistical nightmare, sometimes leading to rushed or poorly executed PD. Again, this is where coaching cycles provide immense value. 

While the intent behind professional development is undoubtedly positive, its effectiveness is often hampered by a lack of relevance, insufficient follow-through, limited teacher input, and logistical hurdles. To truly unlock the potential of professional learning, schools need to shift towards more personalized, ongoing, and collaborative models that empower teachers and leaders while directly addressing students' needs. Only then can we move beyond the professional development paradox and create a culture of continuous growth that benefits everyone in the educational community.

Reach out to learn about the diverse professional learning options from Aspire Change EDU. 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.   

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.   

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.