There is an unknown trust relationship between teachers and administrative leaders in a Kindergarten through sixth-grade educational setting, particularly about the actions and behaviors of administrative leaders that lead to an increase or decrease in perceptions of trust in their teachers or followers. The purpose of this qualitative narrative study was to investigate whether or not Kindergarten through sixth-grade teachers experienced actions and behaviors from their administrative leaders that led to increased or decreased perceptions of trust during periods of adaptive organizational change. The study was guided by a conceptual framework that included narrative, social constructivism, a postpositivist worldview and adaptive change theory. Using a narrative analysis design that incorporated semi-structured interviews, seven study participants from a single research site were asked questions concerning their perceptions of trust in their administrative leadership during the COVID-19 pandemic, which comprised a period of adaptive change throughout the 2020-2021 and 2021-2022 school years. The questions asked encompassed topics such as the relationship the participants had with their administrator, the actions and behaviors of their administrator, and how those interactions, actions, and behaviors impacted their perceptions of trust to answer the research question posed. Through inductive coding and narrative analysis, the results included three primary themes and eleven secondary themes which either positively or negatively impacted the research participant's perceptions of trust. The three primary themes were: 1. Relationship, 2. Actions, Behaviors, and Practices of Leaders, and 3. Interactions between leaders and their followers. The eleven secondary themes were 1. Availability, 2. Personal Care, 3. Mutual Trust, 4. Honesty (Transparency), 5. Expectations, 6. Support, 7. Problem Solving, 8. Organization, 9. Open/Two-Way, Communication, 10. Feedback, and 11. Understanding. Additionally, through the use of a meta-narrative, there were three symbolic meanings incorporated into the conclusions. The three symbolic meanings are an increased fondness for the administrator, particularly their efforts during the period of adaptive change, which is coupled with decreased perceptions of trust in their administrator's ability to lead that culminated in uncertainty throughout the period of adaptive change due to the inconsistency of the leadership. For elementary leaders to improve their practice and increase perceptions of trust amongst their followers, during periods of adaptive change, they can consider the need to build relationships and employ leadership actions, behaviors, practices, and interactions that can increase perceptions of trust amongst their teachers based on the primary and secondary themes, as well as, the symbolic meanings presented in this research. To be effective throughout the period of adaptive change, the administrative leader would need to do so intentionally and consistently. The conclusions of this study lead to the possibility of future research that may include using a larger sample, multiple research sites, a longitudinal study, and conducting similar research is a variety of organizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]