Relational Trust, Social Connections, and Improving Principal Practice: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals

Abstract

Using social capital theory as a conceptual framework, this qualitative study of one Massachusetts district analyzed how principals’ relational trust and interconnectedness with central office administrators (COAs) correlated with their perceptions of district efforts to support their growth and development. Data included interviews with principals and COAs and document analyses. Findings revealed a decided split among principals, with some reporting high trust levels and close connections with COAs and others reporting distrust and isolation. Of the district’s five major initiatives designed to support principals, two were perceived positively by most principals, two received mixed reactions with connected principals more favorable than isolated principals, and one received widespread negative perceptions. District initiatives widely perceived to be effective mirrored principal goals, provided opportunities for COA direct assistance, and were structured to facilitate the development of professional assistance relationships. Conversely, the initiatives with mixed or negative perceptions lacked such relationship-building opportunities.