School Characteristics and Faculty Trust in Secondary Schools

Different patterns of organizational climate were used to predict faculty trust in the principal and in colleagues. A revision of the OCDQ yielded open dimensions, measured as supportive principal behavior aid engaged teacher behavior; and closed dimensions, measured as directive principal behavior and frustrated teacher behavior: Open climate was correlated with both measures of trust. After controlling for the oilier variables of climate, supportive pri-1cipal behavior was the only predictor of trust in the principal, and engaged teacher behavior tie only predictor of trust in colleagues. The study supports a Parsonian interpretation of expressive and instrumental organizational activities.