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.

Evolving Towards Impact-Driven Thinking

A great deal has been written on the topic of mindset, but I wanted to take a stab at providing some additional insight.  Some of you reading this might say the topic has been beaten to death, but I hope you will hear me out.  Recently, on my podcast Unpacking the Backpack, I discussed the shift to a transformational mindset in detail after revisiting a blog post I wrote in 2022. 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.  

In an era of disruptive change, shifting to a transformational mindset is not just an advantage—it’s a necessity. Educators, leaders, and learners alike must evolve their thinking to meet the challenges of an unpredictable, tech-driven world. The image “Transitioning to a Transformational Mindset” offers a compelling framework built on seven key practices: reflecting daily, developing routines, being future-focused, going beyond your comfort zone, acknowledging impediments, and embracing the sparks of innovation.

Make Time to Reflect

Transformation begins with self-awareness. Regular reflection allows educators and students to assess growth, recognize patterns, and make informed adjustments. Schön (1983) emphasized that reflective practice is crucial in professional development, fostering continuous learning and improvement. A daily habit of reflection enhances critical thinking, strengthens emotional intelligence, and aligns actions with long-term goals.

Routines Drive Success

While innovation often gets the spotlight, transformation is sustained through intentional routines. Establishing consistent practices cultivates a sense of safety and predictability, essential for deep learning. According to Marzano and Marzano (2003), clear structures and routines improve classroom management and create an environment conducive to academic success. Routines, paradoxically, provide the stability that enables risk-taking and creativity.

An Eye to the Future 

A transformational mindset demands a forward-looking vision. Educators must prepare students for jobs that don’t yet exist, technologies yet to be invented, and problems yet to emerge. This requires cultivating skills such as adaptability, critical thinking, and digital literacy. Voogt and Roblin (2012) argue that 21st-century competencies must be embedded across curricula to prepare learners for complex future challenges.

Get Uncomfortable 

Growth does not happen in the comfort zone. True transformation requires stepping into uncertainty and pushing personal and professional boundaries. Carol Dweck’s (2006) work on growth mindset highlights the importance of embracing challenges, persisting through setbacks, and viewing effort as a path to mastery. When educators model this, they empower students to do the same.

Identify Roadblocks

Transformation isn’t linear. Barriers—whether systemic, personal, or organizational—must be acknowledged and addressed. Ignoring them only reinforces the status quo. Leaders who recognize these impediments and facilitate open dialogue foster resilience and cultivate trust within learning communities (Fullan, 2007).

The Power of Small Moments

Small moments often ignite transformation—ideas, questions, or collaborations that light the way forward. Embracing these sparks means staying curious, open to inspiration, and willing to experiment. Innovation thrives when individuals are encouraged to explore and iterate, even when outcomes are uncertain.

Transitioning to a transformational mindset requires intention, courage, and consistency. Educators and learners can unlock powerful opportunities for growth, innovation, and impact by incorporating these principles into daily practice.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. 

Reigniting the Spark: Boosting Morale in Modern Schools

"Morale isn't just a feeling; it's the engine of collective effort. A high-spirited team can achieve the improbable, while a disheartened one struggles with the routine."

The struggle is real, my friends, and when it comes to morale, it is up to us to work to ensure this remains positive.  Recently, on my podcast Unpacking the Backpack, I discussed this topic in detail after revisiting a blog post I wrote in 2022. Listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic.  

In demanding school environments, maintaining high morale is crucial for teaching, learning, innovation, outcomes, and overall staff well-being. Dispirited people can lead to decreased efficiency, increased turnover, and a toxic work culture. But how can leaders effectively boost morale? The answer lies in a multi-faceted approach prioritizing feedback, emotional intelligence, autonomy, the right rewards, and meaningful recognition.

The Power of Feedback and Feeling

One of the most potent tools for boosting morale is constructive feedback. Regular, specific feedback helps educators understand their performance and demonstrates that their contributions are valued. However, feedback should go beyond mere performance metrics. Inquiring about feelings and experiences is equally vital. A simple "How are you feeling about this lesson?" or "Is there anything you'd like to discuss?" can open communication channels and foster a sense of psychological safety. Research by Kluger and DeNisi (1996) underscores the importance of feedback interventions, particularly those focusing on task learning and improvement, which can significantly impact motivation and performance.

Moreover, leaders must actively listen and acknowledge concerns. Ignoring or dismissing feelings can lead to resentment and disengagement. Creating a culture where educators feel heard and understood is paramount. As Bakker and Demerouti (2017) highlighted in their Job Demands-Resources model, resources like social support and feedback can buffer the impact of job demands, leading to enhanced well-being and engagement.

Autonomy and Extrinsic Rewards

Providing educators with autonomy is another powerful morale booster. Allowing individuals to make decisions about their work, manage their time, and take ownership of their professional learning instills a sense of trust and empowerment. As principal, I did this by cutting non-instructional duties to create a Professional Growth Period (PGP) multiple times per week. Educators who feel trusted are more likely to be motivated and engaged.

While intrinsic motivation is crucial, extrinsic rewards can also play a significant role. Food, gift cards, covering classes, or even granting mental health days off can demonstrate appreciation and incentivize performance. However, it's essential to ensure that rewards are meaningful and aligned with staff and school values. For instance, teachers who value professional development might appreciate access to training or conferences more than a generic gift card.

Public Celebrations and Recognition

Publicly celebrating achievements is a powerful way to boost morale and create a sense of community. Recognizing individual and collaborative successes validates hard work and inspires others to strive for excellence. Public recognition can significantly impact morale, whether it's a group lunch, an award ceremony, or a simple shout-out in an email.

Recognizing the effort and not just the result is also important. As Deci, Koestner, and Ryan (1999) illustrated in their meta-analysis, extrinsic rewards perceived as controlling can undermine intrinsic motivation. However, rewards that are perceived as informational and supportive can enhance feelings of competence and autonomy. Celebrating effort and progress reinforces the idea that hard work is valued, regardless of the outcome.

Boosting morale requires a holistic approach that combines effective feedback, emotional intelligence, autonomy, meaningful rewards, and public recognition. By prioritizing these strategies, leaders can create a positive and supportive work environment where employees feel valued, motivated, and engaged.

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285.   

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.   

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.   

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.