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Since the 1980 trust has been conceived as a relational or organizational resource that leads to ‘organizational effectiveness’ and ‘orientation towards innovation’ through strengthening cooperation in the school-level. We sought to investigate how this concept is shaped in the context of a Brazilian municipal education system where a Participatory Institutional Evaluation policy is taking place. Considering trust as a result of social relations pervaded by respect, personal regard, recognition, integrity, competence and support, a Likert Trust Scale was built embracing the following relational settings: teachers teachers; teachers management team; teachers parents; teachers Municipal Department of Education. It was applied to 559 teachers from thirty municipal schools and submitted to face, content and statistical validation. We show the final structure of the Scale with the retained items which met very satisfactorily the criteria of statistical validity. We discuss the findings in the light of quantitative and qualitative data brought from field ethnography coupled with theoretical reflections motivated by the theories of recognition and communicative action. It allows us to acknowledge the shortcomings of the existing theories on trust in schools, pointing to the need for future investigations to pay closer attention to the way interpersonal and institutional trust is attached to the aims of social justice and enables the collective construction of negotiated social goals for education. By doing so, trust can be a valuable asset for democratic modes of regulation to flourish as an alternative to vertical accountability reforms.

Measuring Interpersonal and Institutional Trust in the Context of a Democratic Educational Policy in Campinas City, Brazil