Analysis of Structural Relationships among Teacher Trust, Teacher Collaboration and School Effectiveness

Abstract

The purpose of this study was to examine the structural relationships among teacher trust in the principal and colleagues, teacher collaboration, and school effectiveness. For this study, 373 elementary teachers completed a questionnaire. The results were as follows. First, means of teacher trust in the principal were lower than those of teacher trust in colleagues. Second, there were significant mean differences of teacher trust according to the school type and the school size. The total mean of trust in the principal perceived by public school teachers was lower than that perceived by private school teachers. Also, the total mean of trust in colleagues perceived by teachers in schools with more than and equal to 48 classes was lower than that perceived by teachers in schools with less than 48 classes. Third, teacher trust in colleagues had a direct effect on school effectiveness and an indirect effect on school effectiveness through teacher collaboration. Fourth, teacher trust in the principal had an indirect effect on school effectiveness through teacher collaboration. Lastly, teacher collaboration had a direct effect on school effectiveness. These results showed that teacher trust and teacher collaboration should be considered as key factors for enhancing school effectiveness.