This dissertation explores the relationship between teacher experience, defined by years of service and grade span, and trust levels in educational leadership and among stakeholders within the school community. Trust is critical in fostering positive educational environments, enhancing collaboration, and ensuring the successful implementation of school improvement initiatives. By focusing on the trust dynamics between teachers and various stakeholders--including principals, colleagues, students, and parents--this study aimed to uncover how these relationships are influenced by teachers' tenure and the grade levels they teach. Using a quantitative research design, this study employed surveys distributed to teachers across different grade spans (elementary, middle, and high school) and varying years of experience. The analysis sought to determine whether significant differences exist in trust levels based on these two factors. This study contributes to the understanding of trust in educational settings. It provides valuable insights that can inform leadership practices aimed at improving school climate, teacher retention, and student outcomes. It concludes with recommendations for educational leaders to tailor their strategies to better foster trust across varying levels of experience and grade spans, and emphasizes the importance of sustained, transparent communication and inclusive decision-making processes. [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.]