Arab Principals’ and Teachers’ Perceptions of Trust and Regulation and Their Contribution to School Processes

Abstract

ABSTRACT The research investigated perceptions of trust among school principals and teachers in the Arab education system, identifying factors that assist or hinder trust in school. Qualitative methodology employed semi-structured, in-depth interviews with 20 high school principals and 15 high school teachers. It was found that trust was perceived as important for the school’s success, improving student achievements and enhancing communication. Teachers felt principals should enlarge teachers’ autonomy, endorse their work, and use emotional intelligence in communicating with them. Family-political connections were often more influential than organizational trust. Ministry of Education regulation and supervision was seen as harming trust between different stakeholders.