Understanding the Role of Psychological Safety and Relational Trust in Enhancing Decision-Making and Leadership Effectiveness in Public Schools Casey R Bardin

Format:

Book

Thesis/Dissertation

Author/Creator:

Bardin, Casey R., author.

Contributor:

University of Pennsylvania. Educational Leadership., degree granting institution.

Language:

English

Subjects (All):

0443.

0449.

0514.

0525.

Local Subjects:

0443.

0449.

0514.

0525.

Physical Description:

1 electronic resource (138 pages)

Contained In:

Dissertations Abstracts International 87-07A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2025

Language Note:

English

Summary:

This phenomenological study explores the relationship between psychological safety and relational trust in educational leadership teams within a suburban public school district. Through semi-structured interviews with 20 administrators representing various leadership levels, the research investigates how team members understand and experience psychological safety, and how these experiences influence decision-making processes. Using deductive coding based on established frameworks and narrative analysis, five key themes emerged: leadership support as an antecedent to psychological safety (112 references), relational trust (93 references), team learning behavior (87 references), social respect (76 references), and personal integrity (64 references). The research reveals the reciprocal relationship between psychological safety and relational trust, highlighting how consistent, authentic interactions build sustainable cultures of trust over time. The findings demonstrate that psychological safety is often experienced as a conditional privilege that varies based on context and hierarchical influences. The study also documents the significant emotional toll experienced by leaders working in psychologically unsafe environments, including self-doubt, isolation, and diminished decision-making confidence. Implications for practice include creating structured relationship-building opportunities, establishing clear communication protocols for productive disagreement, supporting building leaders in their dual roles, and implementing reflection practices. This research contributes to understanding how psychological safety and relational trust can enhance leadership effectiveness in public schools, particularly for supporting historically marginalized populations

Notes:

Advisors: Watts, Caroline L. Committee members: D'Auria, John P.; Gray, Abigail

Source: Dissertations Abstracts International, Volume: 87-07, Section: A.

Ed.D. University of Pennsylvania 2025

Vendor supplied data

Local Notes:

School code: 0175

ISBN:

9798276006727

Access Restriction:

Restricted for use by site license