研究人员得出的结论是，Hoy和Tcchannen Moran（1999:189）定义为基础的方面，因为信任的学者提到，这反映在校长的属性和行为对他们工作的结果。它似乎是从一开始就坚持这个定义，帮助他们支持他们的结果。然而，关于残疾儿童的校长和家长之间的信任关系的更具体的研究是失踪。 据sekaran（2000）探索性研究是适当的时候没有太多的信息存在的具体情况或在没有信息是基于类似的问题从过去获得的。此外，探索性的定性方法提供了理解这一现象的一种明智的做法（sekaran 2000）。这项研究似乎是一个探索性的研究，因为这个概念是非常具体的，并没有太多的工作，在这个特定的领域进行，虽然有大量的文献在学校的信任。
The researchers conclude that Hoy and Tcchannen-Moran’s (1999:189) definition is a foundation for their paper because of the facets of trust that the scholars mentioned which were reflected in the principals’ attributes and actions of their work’s results. It seems to be adhering from the beginning with this definition which helps them to support their results. However, more specific research about the relationships of trust between principals and parents with children with disabilities is missing.
According to Sekaran (2000) ‘exploratory study’ is appropriate when not much information exist about the specific situation or when no information is available based on similar problems from the past. Moreover, exploratory qualitative methods offer a sensible approach for beginning to understand this phenomenon (Sekaran 2000). This research seems to be an exploratory study because the concept is very specific and not too much work in this specific field was conducted although there is plenty of literature on trust in schools.