School Trust Research Articles

Public trust in government doctors and hospitals in India

PurposeThe author studies the determinants of public trust in government doctors and hospitals (DH) – a crucial indicator of the quality of a country's healthcare system – in India by analyzing the India Human Development Survey (IHDS) 2011–2012.Design/methodology/approachThe author uses descriptive statistics and a set of ordered probit regression models controlling for a set of individual-specific, household-level and other covariates and analyze across heterogeneous contexts (national/rural/urban/male heads/female heads/social groups).FindingsAcross contexts, people reporting a great deal of trust in private DH (PDH) are significantly more likely to report a great deal of trust in government DH. Those people with a great deal of trust in government schools to provide good education (vis-à-vis people with only some trust in government school) have significantly higher likelihood of reporting a great deal of trust in government DH. Visiting a private doctor last time (vis-à-vis a government doctor) makes reporting higher trust levels in government DH less likely.Practical implicationsIndia's healthcare system is afflicted with several resource allocation problems and low public trust issues are indicative of misgovernance. In presence of limited state capacity, ubiquitous corruption and underwhelming institutional trust, understanding the factors influencing public trust in healthcare providers is critical to designing appropriate trust-enhancing public health policies.Originality/valueGiven the sparse empirical literature on public trust in healthcare systems in the developing countries such as India, this study is a pertinent contribution as the study explains the determinants of public trust in DH using a comprehensive unit-recorded household survey dataset.

The Effects of the Physical Environment, Promotion, and Educational Costs on Parents' Choices Regarding Education at Al-Hikmah Vocational High School, Jakarta, Indonesia

It has an effect on the number of new students entering Al-Hikmah Vocational School for the last 3 (three) years starting the 2018 school year fluctuating decreased. The physical environment, promotion, and educational costs are one of the main factors influencing parents in choosing a school for their children. This study aims to: 
 
 Identify and analyze the impact of the physical environment on parents' trust in Al-Hikmah Vocational High School's decision-making regarding education, 
 Identify and evaluate the impact of sales promotion on parents' trust in Al-Hikmah Vocational High School's decision-making regarding education. 
 To determine and assess the impact of education prices on parents' trust in Al-Hikmah Vocational High School's decision-making, 
 To determine and examine the impact of the physical environment on parents' choices of schooling at Al-Hikmah Vocational School, 
 To determine and examine the influence of promotion on parents' choices of education at Al-Hikmah Vocational School, 
 To determine and examine the influence of education costs on parents' choices of education at Al-Hikmah Vocational School, 
 To learn about and analyze the role that trust plays in parents' decisions regarding their children's education at Al-Hikmah Vocational School; 
 To learn about and evaluate the role that the physical environment plays in decisions made through trust; 
 To learn about and evaluate the role that promotion plays in decisions made through trust; and 
 To learn about and evaluate the role that education costs play in decisions made through trust. 
 
 Descriptive quantitative, associative, and quantitative research methods are used along with SmartPLS software for data analysis. The study's results indicate that the Al-Hikmah Vocational School's physical environment, promotional strategies, and educational prices impact parents' decisions on which school to send their children to.

Upaya Tim Public Relations dalam Meningkatkan Citra dan Kepercayaan Khalayak Terhadap SMA Al-Kamal

This study aims to explain the steps or efforts of the public relations team from SMA Al-Kamal in increasing interest in learning, image and public trust in the school. Given the condition of the school which has been facing land disputes for quite a long time. This study used the case study method with observation and interview data collection techniques. The results of the research show that there are several efforts that have been made by schools through the public relations team, these efforts are by using word of mouth techniques and providing additional or extracurricular activities at school. These two efforts have had a positive impact on increasing student interest in learning, the quantity of prospective new students and public enthusiasm for enrolling their children at Al-Kamal High School. In conclusion, the public relations team at Al-Kamal High School implemented several efforts to increase student learning interest, image and audience trust in Al-Kamal High School, these efforts included the application of word of mouth and the provision of extracurricular activities at school.
 
 Keywords: Effort, Public Relations, Image, Audience Trust, Al-Kamal High School

Using World Cafés to engage an Australian culturally and linguistically diverse community around human papillomavirus vaccination.

Internationally, cultural factors are associated with vaccine uptake and completion in ethnic minority communities. Whilst Australia has achieved high human papillomavirus (HPV) vaccination, little is known about how culture or ethnicity influences HPV vaccination engagement. To address these gaps, we partnered with our Local Health District to explore how one culturally and linguistically diverse (CALD) community engages with school and HPV vaccination. We adapted a participatory research method (the World Café) to engage one local CALD community-the Macedonian community (Our bi-cultural researcher and participants preferred the term 'Macedonia' rather than The Republic of North Macedonia as outlined in the 2018 Prespa agreement) in New South Wales (Australia)-to discuss HPV and school vaccination. Our qualitative analysis combined deductive codes taken from the Tailoring Immunization Programme framework, inductive codes guided by narrative inquiry (temporality, socialityand place)and previously known vaccination 'trust' frameworks. In late 2019, 31local Macedonian community members were purposely recruited for two World Cafés (n = 15 mothers/grandmothers and n = 16 young adults). Our themes reveal a community narrative grounded in historical vaccine experiences, family views on vaccinationand a general trust in schools. Participants collectively discussed how 'increasing knowledge' and 'tailoring health communications' could strengthen community vaccine decision-making. This study demonstrates how research partnerships and participatory methods can be applied in CALD community settings to research engagement with school and HPV vaccination. Our World Café dialogues highlight a positive narrative about vaccines, where community vaccination behaviours were built on multilayer trust relationships despite low vaccine knowledge. Our findings further knowledge around 'public trust' in school vaccination, highlighting the importance of existing (or missing) trust relationships when tailoring vaccine communication to local CALD communities. Participants who took part in the World Cafes were all local Macedonian community parents or young adults who have been or will be exposed to the health services offered by school-based HPV vaccination. Thus, all the data collected came from their personal experiences with the school vaccination programme, or how they expect to participate in the programme. To ensure our study design was culturally appropriate and tailored to the Macedonian community, we engaged with the relevant local health stakeholders (the bi-cultural Multicultural Health Officer and Multicultural Health Service Manager Programme Director) to adapt and refine the World Café method for this context and setting. Our local health stakeholders also reviewed our preliminary findings, assisted with data interpretation and participated in manuscript editing.

The influence of co-creation on trust and satisfaction in football schools

Studies on co-creation in services have shown an ascendancy in publications, especially since the last decade. In this sense, the article's objective was to identify the influence of co-creation on trust and satisfaction in soccer schools in Vale do Paranhana - Rio Grande do Sul. A survey was conducted with 144 respondents, parents or guardians of children enrolled in the schools. The statistical technique used was Structural Equation Modeling (SEM), which tested the conceptual model. The results show that co-creation positively influences trust and satisfaction, in addition to the positive relationship between trust and satisfaction. The possible conclusions of the study highlight the importance of co-creation for creating and maintaining trust in services so that those responsible can be included in the service delivery process, generating greater satisfaction in the process and in the result.

THE INFLUENCE OF ENVIRONMENTALLY SOUND PRINCIPAL MANAGEMENT ON IMPROVING THE QUALITY OF SD NEGERI 1 PANDOWAN KAPANEWON OF GALUR

The lack of maximum environmental management and low academic and non-academic achievement are real impacts that occurred at SD Negeri 1 Pandowan due to the implementation of environmental-based school management. This study aims to describe how the principal’s management of environmentally sound improves the quality of education at SD Negeri 1 Pandowan. This research method is qualitative research with a phenomenological approach. This study resulted in the management of environmentally sound principals implemented at SD Negeri 1 Pandowan having a positive impact on improving school quality, indicated by increasing academic scores and increasing school rankings on USBN activities at the sub-district level for several years. Meanwhile, non-academic scores have been shown by the championships at the kapanewon and district levels. The impact of implementing environmentally sound principal management for teachers/schools is increased relation and cooperation among school residents, community, teacher’s creativity in learning, and leading to a school environment that becomes clean, beautiful, cool, no flood, the achievement of championship and contest in regional and sub-district level. In addition, the community’s trust in a local school is increased, which is seen from parents’ interest in sending their children to SD Negeri 1 Pandowan. Also, material and non-material aids are inclined as well as among stakeholders build harmonious relations.

Social capital and STIs testing among young men in Stockholm, Sweden: A cross-sectional study

Abstract Background Testing for sexually transmitted infections (STIs) is highly accessible in Sweden, but young men's testing rate is considerably lower than young women's. Social capital (SC) might shape people's STIs testing patterns. However, such association has not been studied among young men before. This study assessed the prevalence of different forms of SC and if they increase STIs testing among young men in Stockholm, Sweden. Methods This population-based cross-sectional study was conducted in 2018 and included 523 men aged 20-29 years living in Stockholm. Bonding SC (having helped someone; having received help; having someone to share inner feelings with), institutionalized trust SC (in school; healthcare; media) and STIs testing behavior (never tested, tested only in the last 12 months, only more than 12 months ago, or both before and after the last 12 months) were assessed. Weighted adjusted multinomial logistic regression tested the associations between SC and STIs testing. Results High levels of bonding SC (range: 86.5 - 95.5%), as well as trust in healthcare (76.7%) and school (64.8%) were reported. Having helped someone (aRRR 6.1, 95% CI 1.7 - 21.6), having received help (aRRR 8.1, 95% CI 2.6 - 24.7) and having someone to share feelings (aRRR 4.0, 95% CI 1.7 - 9.2) were associated with being tested for STIs more than 12 months ago. Trust in media was the only institutional trust significantly associated with STIs testing (tested in the last 12 months: aRRR 2.5, 95% CI 1.1 - 5.4; both before and after: aRRR 3.8, 95% CI 1.6 - 8.9). Conclusions Peer-to-peer interventions using bonding SC should be used to promote STIs testing. More studies are needed to understand how trust in media increases testing for STIs. Although trust in healthcare and school were not statistically associated with testing, the high overall trust in these institutions reported in our study could be harnessed to implement sexual education programs promoting STIs testing among young men. Key messages

Factors Affecting Trust in Female and Male School Leaders

This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.

School-Based Management for Education Quality: Evidence from Procurement of Facility and Infrastructure

The purpose of this study was to examine the implementation of school-based management in the acquisition of facilities and infrastructure targeted at enhancing educational quality. This study employs a qualitative research method as the design. This study took place at a senior high school in East Jakarta as the research setting. Data were collected from observation and Focused Group Discussion (FGD). Furthermore, the obtained data were analysed using Miles Huberman qualitative analysis procedures. The reported result has been quite successful. It is shown by the performance is carried out in the procurement of school facilities and infrastructure which is applied in the school budget planning stage, school financial accounting, and implements accountability school finances. This application will lead to public trust in schools so that education based on mutual trust will improve the quality of education.

High Social Capital is Associated with Decreased Mental Health Problem Among In-School Adolescents in Eastern Ethiopia: A Cross-Sectional Study.

PurposeThe importance of social capital for adolescent mental health has not been explored in low resource settings like Ethiopia. In this study, we examined the association between social capital and mental health problems among in-school adolescents in Harari Regional State, eastern Ethiopia.MethodsA cross-sectional study was conducted among 3227 in-school adolescents of 13–19 years. A multistage sampling was used to select participants. Guided self-administered questionnaire was used to collect data. Mental health problem was measured using a self-administered version of the strength and difficulty questionnaire (SDQ), while social capital questionnaire for adolescent students (SCQ-AS) was used to collect data about the condition of social capital. The data were double entered, validated, and cleaned using EpiData 3.1 and analyzed using STATA 14.1. The association between the outcome variable and predictors was analyzed using an ordinal logistic regression model. The result was reported using an odds ratio along with 95% confidence interval (CI) and a p-value <0.05 was considered statistically significant association.ResultsA total of 740 (22.93%) students had mental health problem, of which 9.7% (95% CI, 8.7–10.8) and 13.20% (95% CI, 12–14) were classified as “abnormal” and “borderline”, respectively. Factors associated with decreased mental health problem were increased network of friends at school (AOR = 0.75, 95% CI: 0.58–0.99), increased trust in school or neighborhood (AOR = 0.52, 95% CI: 0.44–0.63), and high social cohesion in the community (AOR = 0.75, 95% CI: 0.62–0.89).ConclusionHigher social capital is associated with a decreased mental health problem among in-school adolescents. Prevention and treatment of mental health problems require strengthening social capital at school, household, and in the neighborhood.

The role of ethical trustworthiness in shaping trust and affective commitment in schools

ABSTRACT The purpose of this study is to investigate the role of school principal trustworthiness components (i.e., ability, integrity, benevolence) in helping shape teacher trust and affective commitment within schools. Using data from 1,026 teachers in Spain and structural equation modeling (via EQS 6.3), this study establishes how a principal’s integrity and benevolence are key in determining, both directly and indirectly (via trust in the principal), teachers’ affective commitment to their school. It also reveals that the perceived ability of a principal is not effective in generating trust or affective commitment to the school in teachers. As a contribution to the literature, these findings reveal that the ethical trustworthiness (benevolence, integrity) of principals is key in engendering trust and affective commitment to schools. Thus, to shape work environments that are high in trust and commitment, principals should focus on behaving in ways that make their integrity and benevolence manifest to their teachers.

RETRACTED: Safety of Minors on Social Media Websites

Safety of minors is one of the foci of parents and social media companies. Companies strive to design and improve safety policies to combat online abuse involving minors. However, parents play a much more critical role in the online safety of their children. The study explores parents' perceptions of social media risks and their level of awareness about minor safety on these platforms based on qualitative interviews conducted with 25 Italian parents. The results indicate that mothers are keener to use restrictions compared to fathers, and most educated parents display more awareness as well as more trust in institutions and schools, whilst older parents are less likely to use risk mitigation strategies, admitting their lack of ability to approach new technologies. For this reason, more support should be provided by institutions or social media platforms to parents less technologically savvy who do feel left behind with the new technological trends.

The relationship of balanced scorecard perspectives and government organization performance measurement

PurposeThis research aimed to analyze the causality between the four perspectives in the balanced scorecard (BSC) performance and to analyze the different performance of the four perspectives for the two group schools studied.Design/methodology/approachQuantitative data were processed using Smart PLS 0.3 and an independent sample t-test. Qualitative data collected using open questionnaires on performance achievement strategies and constraints were analyzed using the Leximancer 4.51.FindingsResults showed that innovation and learning performance influenced financial performance and internal business performance. However, innovation and learning performance did not affect customer satisfaction performance. Internal business performance affected financial performance. However, internal business performance did not influence customer satisfaction performance. Customer satisfaction performance did not influence financial performance. Customer satisfaction performance did not mediate the relationship between innovation and learning performance and financial performance. Internal business performance mediated the relationship between innovation and learning performance and financial performance. The two school groups exhibited differing innovation and learning performance, with no difference for the other three perspectives.Practical implicationsThe implication of the study is the necessity to create synergy between all parties (school and authorities) to optimize school performance. Improvement in financial performance, especially related to transparency and accountability, will help to improve stakeholders' trust in schools. The government can use the BSC to evaluate public school performance to achieve comprehensive assessment results.Originality/valueThe use of the four perspectives in the BSC performance since public schools in Indonesia have never implemented it.

Influencing Organizational Culture: A Distributed Leadership Approach to Professional Learning

The purpose of this research project was to investigate the relationship between the implementation of a distributed leadership model of professional development and faculty trust in colleagues. Data were collected from the following sources: Hoy &amp; Tschannen-Moran’s (2003) Omnibus-T scale and semi￾structured focus group interviews. A series of ANOVA were performed to analyze the survey data. A priori codes, open codes, in vivo codes, and logic model analytics were used to examine focus group interview data. The findings of this study revealed a positive significant relationship between participation in the professional learning model and trust in colleagues. The results of this study confirm and expand the research supporting the positive impact of effective professional development and distributed leadership practices on trust in schools.

The Evaluation of Authentic Leadership in terms of Trust in Manager and Schools’ Levels of Openness to Change

The purpose of this research is to determine the effect of authentic leadership on trust in managers and schools' levels of openness to change. In the research, the convergent parallel method, one of the mixed design methods, was used. Correlational survey model was used in the quantitative part of the research. The qualitative part of the research was carried out in accordance with the case study. The participants of the quantitative part of the research are 668 teachers and the participants of the qualitative part are 18 teachers from 6 primary schools, 6 middle schools and 6 high schools. In the research, it was concluded that the authentic leadership behaviors displayed by school managers affected the trust in manager and the schools’ openness to change positively and significantly, and the trust in manager affected the openness to change positively and significantly. In addition, ethical behaviors, being open in relationships, self-awareness, balanced processing and empathy skills ensure trust in the manager. It has been concluded that if the school manager exhibits authentic leadership behaviors, teachers' resistance to change decreases, and individual development, belief in change, sense of responsibility develop, their creativity develops, thus they are open to new ideas and they set new goals. Finally, it has been concluded that the trust in the manager helps teachers to show such behaviors as supporting the change, cooperating for change, complying with the determined vision and the rules and procedures created for change. In accordance with these results, suggestions such as giving seminars and in-service training explaining the effect of authentic leadership behaviors on change and trust have been presented to school managers.

Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes: Findings from a Longitudinal Study

ABSTRACT This 2-year longitudinal study compares students’ trajectories for perceived teacher–student relationship quality and students’ self-efficacy (together discussed as students’ school trust) to previously documented teacher-perceived experiences in teacher teams’ collective learning processes. The article’s main contribution is the reflection in students’ perceptions, of their teachers’ perceived quality and attainment in collective learning processes. Comparisons between schools show that trajectories for students belonging to the only teacher team that experienced a more mature and successful learning process in an earlier study, differed significantly from the trajectories for students in compared teams. Differences demonstrated large positive effect sizes (d=0.81–1.14). Individual analysis provides deeper insights about how these students’ perceptions changed. Additionally, the full sample data confirms earlier findings of substantial cross-associations between student-perceived teacher–student relationship quality and student self-efficacy. For example, sustainable associations between supportive teacher–student relationships and students’ global academic self-efficacy and self-efficacy for self-regulative learning were found (r = 0.43–0.51).

Do I Trust Sending My Kid Back to School?

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

Home–School Interaction: A Vignette Study of Parents’ Views on Situations Relevant to Trust

This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ briefly presented in the introductory paper of this special issue, this study aims at interconnecting two elements: “trust among parents and schools” and “promotion of trust” based on perceptions of trustworthiness as antecedents for trusting behavior. Building upon this model and a prior vignette study on parent trust in different situations of school-based involvement, the paper highlights the potential of further theoretical and methodological developments in educational trust research relevant for both research and practice.

School and community partnership in promoting elementary education: A case study of union council Chountra, Rawalpindi, Pakistan

The local communities and School Councils (SC) play a significant role in supporting the schools for successful and effective learning at the elementary level. This study examines the extent of community-school partnership in improving the functioning of elementary schools, and community development through the agency of SC. The main research question of the study was, how school and community mutually guide, interact and support each other for solving the burning issues faced to primary schools in their effective functioning. The case study method with survey technique was applied to conduct this study. Thirteen elementary schools located in Union Council (UC) Chountra, a Sub-Tehsil of district Rawalpindi were taken as an integrated case. The quantitative and qualitative data was gathered through a checklist with five point Likert scale, and a semi-structured interview which were corroborated for analysis to draw findings and conclusions. Analysis revealed that schools are not fully successful in increasing the retention rate for the universalization of elementary education due to poor teachers’ commitment, unattractive school buildings, corporal punishment, and parents’ deteriorating trust in public schools. Participation of community through the agency of SC in academic, administrative, logistic matters of schools is almost non-functional.

Is the employment of pastoral support staff (PSS) working with students with social, emotional and mental health (SEMH) needs changing the role and responsibilities of teachers in London and South East England?

ABSTRACT This paper reports on key findings from a mixed method study analysing how teachers in secondary schools (students aged 11–19) in London and South East England view and experience pastoral care provided to students with social, emotional and mental health (SEMH) needs. In England there is statistical evidence which shows schools are increasingly spending funding on support staff rather than teaching staff. The role of Pastoral Support Staff (PSS) who work with students with SEMH in some secondary schools is one such group of support staff. To date there has been limited research into how teachers perceive these changes and the effects on their role and responsibilities. The views of fifty-one respondents were gathered using an online semi-structured survey, followed by semi-structured interviews with six qualified teachers. Using a figured worlds conceptual framework, teachers’ perceptions of the use of pastoral support staff and the delivery of pastoral care in their schools, and therefore their worlds, were analysed. The findings were analysed using Hoy’s and Tschannen-Moran’s work on trust in schools exploring the trust dynamic between PSS and teachers. Results show that the teachers who participated in this research felt there was a lack of information sharing between different PSS and teachers and have seen the separation of pastoral care from the role of teacher leading to confusion around their responsibilities.