People trust those who do the right thing. However, the problem of failing to “do the right thing” goes all the way back to the Garden of Eden. Still, we are often alarmed by surveys about the societal state of values and behaviors like the one released by the Josephson Institute of Ethics a little while ago. The survey of over 40,000 high school students revealed that 92% of those students surveyed believe their parents want them to do the right thing, and 89% say they believe that being a good person is more important than being rich; yet these beliefs are in conflict with their actions and behavioral choices. For example:
1 in 3 boys and 1 in 4 girls admitted to stealing from a store within the past year.
21% percent admitted they stole something from a parent or other relative.
18% admitted stealing from a friend or lying.
More than 2 in 5 said they sometimes lie to save money (48% of males / 35% percent of females).
More than 8 in 10 confessed they lied to a parent about something significant.
59% admitted to cheating on a test during the last year (with 34% percent doing so more than twice).
1 in 3 admitted they used the Internet to plagiarize an assignment.
Again, the reality of unhealthy and disappointing behavioral choices (especially among teenagers) is nothing new. We all know far too well (and often from personal experience and disappointments) that our actions do not always follow our beliefs. But we must keep in mind that students, parents, faculty, and staff only trust administrators who do the right thing – even when it is not the easiest thing to do or may result in personal loss or embarrassment for the administrator.
That commitment to maintaining and modeling character and to developing trusted character within students also has an impact on the academic achievement levels of our students. Research conducted on the relationship of trust and school leadership has shown that when character development is highly valued and integrated into a school’s program and culture, student achievement increases as well as student performance on standardized assessments.
Has your school or university suffered from a lack of character, resulting in an overall diminished level of trust, and perhaps even the academic performance of your students? To what extent is your school intentionally investing resources, time, and professional development into restoring and expanding their level of trust?
Research has shown that a lack of trust is the biggest expense for schools. Research has also shown that when schools invest in professional development based on developing the attributes of trusted leadership among not just their administrators, but their entire faculty and staff, the school benefits in every measurable way (including higher levels of student achievement).
When trust is lacking between administrators and teachers, faculty and staff retention rates go down, school improvement initiatives do not move forward, and workplace morale is low. When trust is lacking between teachers/administrators and parents/students, engagement in learning is minimized and student achievement is negatively impacted.
However, when trust levels are high – schools excel in every area! Teacher retention rates go up. Programs are financially efficient. Parent satisfaction is high and most importantly – student achievement levels out-perform those schools with low trust levels in every discipline (i.e. academics, athletics, and extracurricular) every time.
©Toby A. Travis, Ed.D. All Rights Reserved
- Rich, J. (2011). CHARACTER COUNTS!: Programs: Ethics of American Youth Survey: Josephson Institute’s Report Card. Josephson Institute. Available at: http://charactercounts.org/programs/reportcard/2010/installment02_report-card_honesty-integrity.html.
- Benninga, J. S., Berkowitz, M. W., and Kuehn, P. (2003). The Relationship of Character Education Implementation and Academic Achievement in Elementary Schools. Journal of Character Education 1, 19-32.