The Effect of Value Climate and Trust in the School Principal on Students' Well-Being

Abstract

In the well-being of the students; teachers, families, schools, environment, cultures, value climate and leader are important factors. It is necessary to know how much these factors affect students' well-being. In this study, the assumption tested is the effect which value climate and the students’ trust in the school principal has on the students’ well-being. Firstly, the Well-Being Model (WBM) is proposed. In this study a quantitative measurement method called correlational pattern model is used. A sample of 256 is included in this model which uses structural equation model and path analysis. The data were collected using the scale of EPOCH (Measure of Adolescent Well-Being), scale of Positive Values (PVS) and the scale of Trust in Principal. For the first stage of the Structural Equation Model (SEM), which is the measurement model, CFA was performed. Then, structural equation is constructed for (WBM) via latent variables and four hypotheses were tested. Compliance indexes showed that WBM was compatible with the data. When the model is examined, the value climate of the school positively and strongly predicts the well-being of the students. The predictive power of the trust in the school principal, however, turned out to be weak. Value climate at school positively affects students' well-being. However, poor trust in the principal has a negative effect on well-being.