NASSP Bulletin 2015, Vol. 99(3) 193–216 © 2015 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0192636515602330 bul.sagepub.com Article Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits Pamela R. Hallam 1 , Henry R. Smith 1 , Julie M. Hite 1 , Steven J. Hite 1 , and Bradley R. Wilcox 1 Abstract Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members’ trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal’s role in building trust, and the role of trust in collaboration. Keywords trust, professional learning community, collaboration School faculties and leaders are more likely to succeed when creating and support- ing high-quality teaching is their utmost priority. High-quality teaching has been linked to student achievement (Darling-Hammond, 1999; Harris & Sass, 2011), and professional learning communities (PLCs) are recognized as improving the quality 1 Brigham Young University, Provo, UT, USA Corresponding Author: Pamela R. Hallam, Brigham Young University, 306G MCKB, Provo, UT 84602, USA. Email: pam_hallam@byu.edu 602330BUL XX X 10.1177/0192636515602330NASSP BulletinHallam et al. research-article 2015 at BYU on October 20, 2015 bul.sagepub.com Downloaded from