خلاصة:
The aim of this study was to investigate the relationship between the culture of trust and Tehran elementary school teachers’ performance. The research population included all Tehran elementary school teachers and the research sample consisted of 150 teachers who were selected through multistage random sampling method. The research tools were Hoy and Tschannen Moran school board trust questionnaire and Iranian education system’s performance assessment questionnaire which measure collective perception of school board trust in schools، principals، colleagues and clients. Findings indicated a positive and significant relationship between school board trust and teachers’ performance. Teachers’ trust in principal have the highest relationship with their performance (r =0.63). Also، trust in colleagues is related to teacher performance (r=0.51) and trust in clients is moderately related to teacher performance. There was a positive and significant relationship between culture of trust and teachers’ performance (r = 0.56). The results of regression analysis showed that with the simultaneous entrance of trust culture and its micro scales and elements، around 0.42 percent of changes، related to teacher individual performance can be determined using these factors. Moreover، trust in principal was the strongest predictor of teacher performance (β=0.45، p<0.01). The impact of lack of trust must be recognized by principals and teachers، as culture of trust has a significant role on performance of school board.
ملخص الجهاز:
The research results indicate a positive and significant relationship between all factors of trust culture and teacher performance.
Goddard, Moran, and Hoy38 (2001) also showed through research that teacher trust in students and parents is considered a key factor for academic progress.
Goddard's (2001) research showed that there is a positive relationship between the educational staff's trust in students and parents (stakeholders39) and the academic progress of elementary school students (Goddard et al.
One questionnaire was used to evaluate the culture of trust among teachers, which consists of 26 questions and examines teacher trust in the principal, colleagues, and stakeholders (parents and students) based on the components of benevolence, competence, integrity, honesty, and openness.
Results of the t-test between the views of male and female elementary school teachers regarding the culture of trust and its related components (Refer to the page image) Subsequently, to examine the impact of years of service on the individual performance of teachers, a one-way analysis of variance (ANOVA) was used.
Results of analysis of variance regarding the impact of elementary school teachers' views on the culture of trust on educational degree (Refer to the page image) General question: Is there a relationship between the culture of trust and the individual performance of teachers?
The behavior of the educational staff creates a culture of trust among colleagues, and the principal's behavior creates trust among teachers (Moran and Hoy, 1998); Hoffman and David also confirm these results.
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