Abstract
This study addresses trust between principals and parents of students with disabilities specifically within the context of special education Individualized Education Program (IEP) planning and implementation, particularly the influence of the legal requirements of Individuals with Disabilities Education Act (2004). Existing research often focuses on parental involvement for typically developing students, overlooking the unique dynamics and legal requirements involved in special education. To address this gap, this study uses a conceptual framework combining relational trust (Tschannen-Moran & Hoy, 1998; Bryk & Schneider, 2003) and a strategic alliance framework (Das & Teng, 2004) to examine factors influencing trust in the principal-parent dyad. The purpose of this explanatory case study is to identify and analyze factors affecting the development of trust between principals and parents of students with disabilities during the educational planning and implementation process. The method applied was a qualitative study, relying on semi-structured interviews with three school leaders, three special education teachers, two general education teachers, and a district parent liaison. The analysis involved thematic coding based on the conceptual framework to identify patterns and themes in the data. High level results revealed that principals’ commitment to a positive, transparent, and accountable climate coupled with dedication to implementing the IEP with fidelity fosters empathetic communication and active listening, supporting parental engagement. Principals’ mastery of special education requirements equips principals to guide parents through complex materials, articulate decisions clearly, and problem-solve more resourcefully. Effective communication, shared decision-making, and collaboration strengthen trust, and increase the likelihood for trust with parents of students with disabilities cultivating meaningful parental engagement.
