High School Teachers' Perception of Institutional Trust

Autor/inn/en	Erdem, Mustafa; Aytaç, Tufan
Titel	High School Teachers' Perception of Institutional Trust
Quelle	In: International Journal of Progressive Education, 15 (2019) 1, S.76-87 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	High School Teachers; Trust (Psychology); Foreign Countries; Teacher Administrator Relationship; Teacher Student Relationship; Parent Teacher Cooperation; Safety; Gender Differences; Academic Rank (Professional); Institutional Characteristics; Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sicherheit; Geschlechterkonflikt; Türkei
Abstract	The current study aims to determine the teachers' views on trust in high schools. The study group of the research consisted of 138 teachers who served general, Anatolian, and vocational high schools within the borders of city of Van. The researcher developed a semi-structured interview form as a data collection tool. Nine sub-titles were included in relation to the reasons for trust and distrust. Teachers' responses in the interview form were computerized and their percentages and frequencies were calculated. Each response was numbered and coded and put on the statistics software. Through the statistics software, percentages and frequencies of teacher views in relation to high school type, gender, and seniority were obtained. Teachers stated 604 views in total. 314 of these views were of trust and 290 were of distrust. In relation to trust, teachers mostly stated reasons stemming from administrators and teachers; they mostly stated the reasons stemming from students and parents, in relation to distrust. General and vocational high school teachers stated that they felt reassured when students were respectful and polite whereas Anatolian high school teachers said that they felt reassured when students were admitted through an exam. Both general and Anatolian high school teachers stated that they felt unsafe due to inefficient administrators whereas vocational high school teachers stated that they felt unsafe due to favoritism by administrators. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01