Off-campus WSU users: To download campus access dissertations, please use the following link to log into our proxy server with your WSU access ID and password, then click the "Off-campus Download" button below.
Non-WSU users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Access Type
WSU Access
Date of Award
January 2025
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Rema Reynolds Vassar
Abstract
The economic vitality of our nation is intricately linked to the strength of our educational system. High performing schools ensure that students transition into the workforce, reinforcing the economic fabric of our country. On the contrary, low performing schools pose a threat to our economic wellbeing, undermining the very threads that hold our nation together. Since the Lyndon B. Johnson administration, significant efforts have been made at both national and state levels to combat the educational and economic challenges stemming from low performance. In Michigan, where charter schools represent a substantial portion of low performing schools, the state government has implemented a partnership model under the Every Student Succeeds Act (ESSA) to support struggling schools. However, challenges persist, particularly in fostering trust and collaboration between state education agents (SAs) and school leaders (SLs). This qualitative study examines the historical context of state takeovers in Michigan, exploring policies, strategies, and the role of trust in stakeholder relationships. Using the Relational Trust Theory (RTT) as a framework\, the research identifies best practices for cultivating trust in partnership agreements. The study presents findings from semi-structured interviews with ten participants, including SAs and SLs, alongside a comprehensive document review of the Partnership Agreement to provide insights into the challenges and opportunities within the model’s implementation. The study concludes that fostering trust through transparency, sustained support, and mutual accountability is crucial for the long-term success of the Partnership Agreements. These findings add to the discourse on educational policy effectiveness and provide recommendations for enhancing collaborative partnerships in school reform initiatives.
Recommended Citation
Gardner, Althanie, "There Is No Transformation Without Trust: A Qualitative Study Examining The Relationship Between State Education Agents And School Leaders" (2025). Wayne State University Dissertations. 4200.
https://digitalcommons.wayne.edu/oa_dissertations/4200