Date of Award

Fall 9-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Susan Rauchwerk

Second Advisor

Cody Nielsen

Third Advisor

David Heimbecker

Abstract

ABSTRACT

The effectiveness of public school governance in Massachusetts relies on the collaborative partnership between superintendents and elected school committees. However, school committee members often lack professional backgrounds in education, leading to role confusion, political friction, communication breakdowns, and a reduced ability to develop and maintain effective relationships with the superintendent. While the structural roles of these entities are well-defined by policy, there is limited research on the internal, lived experiences of district leaders navigating the multifaceted dynamics of relational trust as they relate to effective school district operations. This study addresses the gap in understanding how relational trust is established and maintained to ensure impactful district governance. This study employs an interpretive phenomenological analysis to explore the lived experiences of Massachusetts public school superintendents. Semi-structured interviews were conducted with a purposive sample of veteran superintendents to capture personal perspectives and reflections on their interactions with school committees. Data were analyzed using a multi-step coding process to identify emergent themes, contextual descriptions, and differing perspectives on establishing trust and building meaningful relationships. The results of this study underscore that relational trust is not merely a societal construct but a high-priority leadership strategy essential for stable, pertinent, and purposeful school governance. This research contributes to the field of education by providing a framework for aspiring and current superintendents to foster meaningful partnerships with their boards. Implications for practice include the need for enhanced operational strategies and intentional relationship-building protocols to ensure school district success. By addressing these relational dynamics, committees can reduce leadership turnover, mitigate political friction, and maintain a purposeful focus on the district's governance.

Keywords: Educational Leadership, Relational Trust, School Committee, Massachusetts Public Schools, Interpretive Phenomenological Analysis, School Governance.

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