The Predictive Power of Leadership to the Perception of School Trust

Babaoğlan, Emine

doi:10.13189/ujer.2016.041316

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…The importance of leadership and organisational climate is emphasised by several studies (Hoppes & Holley, 2013; Browning, 2014; Babaoglan, 2016). Mutual trust between relevant stakeholders is seen as essential for an organisational culture characterised by distributed leadership, as it enables sharing the responsibility for and jointly achieving educational objectives (Angelle, 2010) and achieving them in innovative ways (Migliore, 2012).…”

Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

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Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

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Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…In other researches conducted according to teacher opinions, it was determined that the level of trust in colleagues and principal was high and the level of trust in students and parents was moderate (Babaoğlan 2016a;Babaoğlan, 2016b;Babaoğlan 2016c). Bökeoğlu and Yilmaz (2008) also found similar findings in the research conducted on teachers working in primary schools.…”

Section: Results and Conclusionmentioning

confidence: 99%

Prediction of Level of Job Satisfaction of Teachers on Perception of Organizational Trust of Teachers: Study of Regression Analysis

Çelebi

Tatık

2019

Kastamonu Eğitim Dergisi

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Bu araştırmanın amacı, öğretmenlerin "iş doyum düzeyleri" ile "örgütsel güven algıları" arasındaki ilişkiyi bazı değişkenler açısından (cinsiyet, yaş, branş ve kıdem) incelemektir. Araştırma, ilişkisel tarama modelinde yürütülmüştür. Araştırmanın çalışma grubu, İstanbul'a bağlı Avcılar ve Bakırköy ilçelerindeki dokuz lisede çalışan 198 öğretmenden oluşmaktadır. Bu araştırmada, "Minnesota İş Doyumu Ölçeği" ile "Örgütsel Güven Ölçeği" kullanılmıştır. Verilerin çözümlenmesinde Pearson Korelasyon Analizi, Basit Regresyon Analizi ve Çoklu Regresyon Analizi yapılmıştır.Regresyon analizi sonuçlarına göre; İçsel ve dışsal iş tatmini faktörlerinin öğretmenlerin örgütsel güvenlerinin anlamlı yordayıcıları olduğu görülmüştür. Diğer taraftan cinsiyet, yaş ve branş değişkenlerinin öğretmenlerin iş doyumu puanlarını yordamalarına ilişkin regresyon analizi sonuçları anlamsız bulunmuştur. Ancak kıdem iş doyumunun yordayıcısı olarak çok az bir etkiye sahiptir. Bunun yanında cinsiyet, yaş, branş ve kıdem değişkenleri bir arada; öğretmenlerin örgütsel güven puanlarını anlamlı düzeyde yordamaktadır. Bu araştırmanın sonuçlarına göre, iş doyumu ile örgütsel güven arasında pozitif ve oldukça yüksek düzeyde anlamlı bir ilişki saptanmıştır.

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The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

Sun,

Zhang,

Forsyth

2023

Educational Administration Quarterly

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Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.

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The Predictive Power of Leadership to the Perception of School Trust

Cited by 3 publications

References 26 publications

A comprehensive view of trust in education: Conclusions from a systematic literature review

A comprehensive view of trust in education: Conclusions from a systematic literature review

Prediction of Level of Job Satisfaction of Teachers on Perception of Organizational Trust of Teachers: Study of Regression Analysis

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

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