(Montana State University - Bozeman, College of Education, Health & Human Development, 2007) Swain, Jo Elyn Christiansen; Chairperson, Graduate Committee: William Ruff.
Relational trust focuses on the distinct roles within a district setting and the obligations and expectations each has within the organizational. When obligations and expectations are met, this enhances trust within the school or district environment. School districts across America are influenced by labor statute, which drive negotiation processes between school boards and classroom teachers. The negotiations process in school districts today is predominately driven by collective bargaining statutes; however, a small number of states, categorized as Right to Work states, embrace other bargaining practices, such as the meet and confer process. The purpose of this comparative case study was to examine, describe and compare the importance of trust in school districts as it relates to the relationship between the union president and the superintendent bound by a collective bargaining process and the relationship between the union president and the superintendent not bound by the collective bargaining process. Also, this study examined the influence this relationship has on superintendent leadership behaviors. Two small, rural school districts, one in Montana and one in Wyoming, were the focus of this study.
