📄 Abstract
Anchored on the Leader–Member Exchange (LMX) Theory, this study aimed to explore the lived experiences of public elementary school teachers in building trust and respect with their school leaders in the Monkayo West District, Philippines. The LMX Theory emphasizes the importance of individualized relationships between leaders and subordinates, highlighting how high-quality exchanges foster mutual respect, trust, and professional growth. Utilizing a qualitative research design and a phenomenological approach, the study investigated how eight (8) public school teachers developed trust-based relationships with their school heads, the challenges they encountered, the coping mechanisms they employed, and the insights they gained throughout the process. Through in-depth interviews, the research identified initial difficulties such as communication gaps, inconsistent leadership decisions, and feelings of undervaluation. Despite these challenges, teachers adopted coping strategies including maintaining professionalism, practicing empathy, initiating open dialogue, and fostering peer collaboration. The findings revealed that trust and respect were cultivated through consistent leadership behaviors, transparent communication, and inclusive decision-making. Teachers transitioned from passive recipients of directives to active contributors in school development, emphasizing the importance of ethical leadership, emotional support, and shared responsibility. Their insights highlighted the transformative impact of respectful and trusting relationships on teacher morale, professional growth, and school climate. The study concludes that fostering trust and respect in schools requires intentional leadership practices, supportive structures, and a commitment to relational and reflective pedagogy.
🏷️ Keywords
📚 How to Cite:
Michelle M. Baldonado, Dr. Roel P. Villocino , BUILDING TRUST AND RESPECT: TEACHERS' EXPERIENCES WITH SCHOOL LEADERS , Volume 11 , Issue 8, august 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra23693