Teacher Trust Research Articles

Contemplative Pedagogy and Interpersonal Trust of Teachers in Public Elementary Schools

Contemplative Pedagogy and Interpersonal Trust of Teachers in Public Elementary Schools

부모로서 경험한 유아교사의 교사와 부모 관계에 대한 질적연구

This research explores the thoughts, emotions, and perspectives experienced by early childhood teachers as parents in the process of forming a teacher-parent relationship with a teacher of an early childhood education institution of their children. Four early childhood teachers with children above infancy were selected as participants in the study, and the experiences of the teacher-parent relationship in early childhood education institutions were collected and analyzed through qualitative research through group and individual interviews. As a result of the study, the teacher-parent relationship experienced by early childhood teachers as parents was found to be in two categories: 'partner identified with me' and 'between teachers and parents'. First, in 'partner identified with me', the participants tried to trust and understand teachers with 'infinite trust in teachers' and 'empathy for teachers' to have a cooperative attitude. On the other hand, in 'between teachers and parents', the participants were conflicted between the conversation as parents and the conversation that sympathized with the teacher's position because they were experiencing the role of parents and teachers. This was shown as reflective introspection on one's own attitude as a parent or teacher as 'a parent behind the mask of a colleague' and 'a knowing parent who is scarier than an unknown parent'. Through these results, this study will contribute to presenting clues to overcome the difficulties and limitations of the teacher-parent relationship.

유치원 원장의 진정성리더십과 유아교사 조직몰입 관계에서 동료교사 및 원장 신뢰의 매개효과

Objectives The purpose of this study was to analyze the structural relationship among the director's authentic leadership, trust in fellow teachers and directors, and organizational commitment of early childhood teachers perceived by early childhood teachers, and to empirically verify the mediating effect of trust in fellow teachers and directors in the effect of the director's authentic leadership on organizational commitment of early childhood teachers. Methods For this purpose, 319 early childhood teachers working in public and private kindergartens located in Gyeongsangnam-do were selected as research subjects, and a questionnaire survey was conducted by selecting the authenticity leadership of the director as an independent variable, the trust of fellow teachers and directors as a mediating variable, and organizational commitment as a dependent variable. The collected data were analyzed using SPSS and AMOS program to verify reliability, correlation, covariance structure analysis, and multiple regression analysis. Results The structural relationship between the authentic leadership of the director perceived by the early childhood teachers, the trust of the fellow teachers and the director, and the organizational commitment of the early childhood teachers was significant. In addition, in the effect of the director's authentic leadership on the organizational commitment of early childhood teachers, the partial mediating effect of trust in fellow teachers and trust in the director was significant. Conclusions In order to improve the quality of early childhood education, it is essential to establish a trust relationship between the director and his colleagues, and the authentic leadership of the director based on high ethical judgment can serve as a good facilitator for early childhood teachers to immerse themselves in the kindergarten organization. Therefore, it is necessary to actively seek ways to strengthen and cultivate the authenticity leadership of the director.

The Moderating Effect of Sports Confidence in the Relationship between Physical Education Teacher Trust and Exercise Adherence

The Moderating Effect of Sports Confidence in the Relationship between Physical Education Teacher Trust and Exercise Adherence

Bridging pre-professional identities: the contribution of trustworthiness and academic socialisation to undergraduates’ employability

PurposeThe evolving dynamics of the labour market make graduates’ future employability an important issue for higher education (HE) institutions, prompting universities to complement the conventional graduate skills approach with a wider focus on graduate forms of capital that may enhance their sense of employability. This study, adopting a capital perspective, explores whether and how teachers in HE, when acknowledged as knowledgeable trustworthy actors, may affect graduates’ employability. It investigates how they can mobilise undergraduate cultural capital through socialisation, and shape their pre-professional identity, paving the way for university-to-work transition.Design/methodology/approachTo test the hypothesised model, a self-report online questionnaire was administered to a sample of 616 undergraduates attending different Italian universities. Multiple mediating models were tested using the SEM framework.FindingsResults supported the tested model and showed that trust in knowledgeable HE teachers was associated with undergraduates’ perceived employability both directly and through both mediators (i.e. academic socialisation and identification with future professionality).Research limitations/implicationsThis research explores a capital conceptualisation of graduate employability, identifying possible processes for implementing graduates’ capital across their academic experience and providing initial evidence of their interplay and contribution to transition into the labour market.Originality/valueThese findings provide empirical support to possible forms of capital that HE institutions may fulfil to enhance their undergraduate employability throughout their academic career, which serves as a liminal space allowing undergraduates to begin building a tentative professional identity.

Cultivating teacher innovativeness through transformational leadership and teacher agency in schools: the moderating role of teacher trust

PurposeThis paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).Design/methodology/approachWe employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.FindingsThe results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.Research limitations/implicationsThis study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.Practical implicationsThis study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.Social implicationsTrust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.Originality/valueThis paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

Relationship Between Organizational Trusts Posed by the Principal and the Teachers’ Professional Commitment in Higher Education Institutions

The present study aims to explore the relationship between organizational trust posed by the principal and the teachers’ professional commitment in higher education institutions in the province of Punjab. The given phenomenon is related to the teachers’ professional commitment, as when the college teachers enjoy the trust of their institutional principals, their professional commitment towards their job is increased. The study follows the positivistic paradigm and quantitative approach through survey method and correlational design. The two variables of the study are organizational trust and professional commitment. The population of the study consists of public-sector college teachers from the province of Punjab, Pakistan. Through a multistage sampling technique, data were collected from 803 public college teachers. The data was collected through two self-developed questionnaires. Descriptive and inferential statistical analysis were applied to answer the study's research questions. The descriptive results reflect that the occurrence of trust in teachers by the principals hardly reaches a moderate level, while the commitment to teaching and teamwork is at a low level. At the same time, the correlation between overall trust and commitment to teaching, teamwork and students’ welfare is significantly positive but moderate. Conclusively, the given levels of trust and particularly of commitment are critically below expectations, while the strength of correlation between the variables is also not very promising. Such results demand immediate initiatives to address the poor professional commitment and enhance the perception of trust among college teachers for the resurgence of the instructional system.

Learning and constructions of us and them in teachers’ collaborative groups

ABSTRACT Background Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in moment-to-moment interaction. We also examine relationships between these negotiations, local arrangements, and teachers’ opportunities to learn. Methods We analyzed video recordings of two teacher groups, both oriented toward equitable mathematics instruction. We coordinated microinteractional analyses of four episodes with analyses of local arrangements that shaped interaction. Findings In both groups, participants worked to construct a sense of solidarity as “us.” Yet the threat of being positioned outside this “us”—as one of “them”—narrowed opportunities for teachers in both groups to engage in the vulnerable work of grappling with tensions and contradictions together. The salience of this threat was greater in one group than the other, however. We trace this to local arrangements that were differently designed, with different affordances for constructing “us” and “them.” Contribution The social negotiation of exclusion and belonging in teacher groups is highly consequential for teacher learning. Better supporting teacher learning is not just a matter of remediating individuals’ skills or dispositions; it requires learning environments designed to support engagement with the tensions inherent in teaching..

Vocational and Higher Education: The Role of Trust in the Formation of Educational and Professional Trajectory

The article compares the impact of student trust on their educational and career trajectories in vocational and higher education. Since 2015, in Russia, enrollment in upper-grade vocational education programs has exceeded enrollment in higher education programs, and increasingly, young people choose TVET (Technical and Vocational Education and Training) institutions. Therefore, interest in studying various factors influencing the specific trajectories in TVET and higher education is growing. One of these factors is trust, which remains insufficiently studied. Trust has a positive effect on various aspects of education (academic achievements, satisfaction, loyalty to the university, etc.), which can directly or indirectly determine the choice of further educational and professional trajectory. The research data comes from a survey of Russian TVET and higher education students. Particularly in higher education, in contrast to TVET, student trust (in other students, teachers and management) influences their plans regarding educational and career trajectories after graduation. However, this influence depends on the subject of trust and on the intended life trajectory.

Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach

In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.

Understanding the factors supporting language teachers’ sustained motivation until retirement

AbstractWhile many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long‐term motivation and effective teaching over several decades. Data were generated from in‐depth semistructured interviews and analyzed through the lens of self‐determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues.

MANAJEMEN KOMPENSASI DAN REWARD DALAM MENINGKATKAN KINERJA PEGAWAI

Providing education is important in any country in the world. Educational institutions as a forum where the educational process takes place have a strategic role in making educational activities a success. Through education, humans are forged and formed into individuals who have competitive abilities in the midst of society. Teachers as drivers of education have a complex task in creating quality education. Thus, teachers should receive special attention from various parties, especially the government. This attention must at least be realized in the form of providing compensation and rewards to teachers. Because compensation and rewards will be able to build work motivation so that quality education will be realized. This article will describe compensation and rewards in improving employee performance. The study method in this paper is using the library research method. Library research is a research method that uses literature and documents to reveal the problem that is the research topic. From the results of the study, it was found that compensation and rewards have a very big impact on teachers. Rewards can boost teacher performance and build teacher trust in institutional leaders. Compensation and rewards are a form of appreciation for teachers for their services in educating, guiding and developing students

The structure of principal-teacher conversation: Why it matters for school leadership

PurposeThis study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes.Design/methodology/approachThe empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR).FindingsAs hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states.Originality/valueThe results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.

Trust in Schoolteachers: A Scoping Review Protocol

Student–teacher relationships are highly important issues in education. Trust between these actors seems crucial in terms of forming a pedagogical alliance. Studies also suggest that educational systems dominated by test regimes may reduce trust in teachers. In this protocol, we describe a scoping review that will map research on students’ trust in schoolteachers. Specifically, we will examine what research designs have been applied, whether trust is studied as a result of a process or as a cause that affects other factors, and finally, whether student–teacher trust is studied in a micro perspective, organizational perspective, or a societal perspective. Ten databases will be searched, including ERIC, CINAHL, Web of Science, and Scandinavian scientific databases.

중학교 체육교사의 코칭리더십과 교사신뢰, 수업몰입의 구조적 관계

Objectives The purpose of this study is to introduce the concept of coaching leadership into school sports to ex-amine how physical education teachers' coaching leadership affects teacher trust and class attitude, and to verify whether teacher trust mediates the relationship between coaching leadership and class flow.
 Methods To this end, 372 copies of data were collected from 400 middle school students attending 8 middle schools in S City, and 351 copies, excluding 21 copies, including questionnaires that responded faithfully, were used for analysis. Technical analysis was conducted using the SPSS 28.0 program, and confirmatory factor analy-sis and structural equation model were applied using the AMOS 29.0 program.
 Results First, it was found that the coaching leadership of physical education teachers had a positive effect on teacher trust. Second, teacher trust was found to have a positive effect on class flow. Third, coaching leadership was found to have a positive effect on class flow. Fourth, teacher trust was found to have a mediating effect in the relationship between physical education teachers' coaching leadership and class flow.
 Conclusions The results of the study confirmed that physical education teachers' coaching leadership, students' trust in teachers, and class flow have a positive effect on each other, which means that coaching leadership can also be applied in school sports and can help students improve teacher trust and class flow. In addition, it can be presented as a reference for the right leadership and guidance methods to physical education teachers who guide students.

Development of Wordwall-based Indonesian Geographical Condition Assessment Instrument in Modipaskogo E-Book for Elementary School Students

The ability to develop assessment instruments is an integral part of pedagogical skills that are needed by teachers to achieve optimal learning outcomes, the reality in the field is that the implementation of learning evaluation is still conventional with paper and pencil test instruments, has not utilized technology, especially in science learning Indonesian Geographical Conditions material in class V, lack of understanding or teacher trust in the use of alternative instruments that in accordance with the learning model developed, so that the learning outcome data obtained by class V students is not so optimal. As many as 65% of the number of students have not been able to achieve learning goals, besides that students look less motivated and not excited when working on learning evaluations. The purpose of this study is to develop a Wordwall-based assessment instrument in the Modipaskogo E-Book (Geographical Conditions IPAS Module). The method used in this study is the research and Development (RD) Model ADDIE (analysis, design, development, implementation, and evaluation). Based on data analysis and discussion, the conclusions of the Wordwall-Based Indonesian Geographical Conditions assessment instrument in the Modipaskogo E-Book are valid, reliable, very effective, and very practical to use.

Individual Consideration Practices of Principals on Teachers Integrating Information Communication Technology in Public Secondary Schools in Kenya

Leadership behavior is one of the issues that has received a lot of attention internationally, particularly the personal considerations of a transformative leader. A teacher’s confidence grows under the supervision of a good leader who can handle particular requirements, including a lack of ICT competency and the availability of additional technologies. This study sought to determine the extent to which Principals’ individual considerations practices influence teachers’ adoption of technology in classroom instruction. The present inquiry adopted a mixed method approach built on an explanatory sequential design. Data was collected from 62 principals and 186 teachers using interviews and questionnaires. from public secondary schools in Kakamega county Expert judgment was used to validate the instrument, obtaining a Cronbach coefficient Alpha index of 0.75, while the test-retest method was used to determine the reliability of the research instruments. Quantitative data were analyzed using frequencies, percentages, and Pearson correlations. In contrast, qualitative data were examined by grouping common themes and characterizing participants’ ideas and viewpoints. The findings revealed a significant relationship between principals’ individual consideration and the integration of ICT in teaching and learning (r (108) = 0.584, p<0.001) meaning encouraging the practice of individual consideration would increase use of ICT in Instructions. This paper recommends that principals must prioritize the unique demands of teachers. This will inspire and instill trust in teachers on the utilization of technology.

Trust in academics teachers and immediate supervisors according to selected nationalities of the Generation Z

Trust in academics teachers and immediate supervisors according to selected nationalities of the Generation Z

Charismatic Leadership of School Heads, Workplace Spirituality and Values: A Structural Equation Model on Collective Trust of Teachers

Charismatic Leadership of School Heads, Workplace Spirituality and Values: A Structural Equation Model on Collective Trust of Teachers

Building Trust for Enhanced Job Satisfaction: Insights from High School Teachers in Pekanbaru City

This study aims to investigate the level of job satisfaction among public high school teachers in Pekanbaru City through the lens of teacher trust. Using a survey method with a causal approach, the research examines a sample of 200 teachers, selected via simple random sampling, and includes a pilot test with 40 teachers for method refinement. The study centers on educators in state high schools across Pekanbaru City. Data collection involves a carefully designed questionnaire, validated through Pearson Product-Moment correlation and assessed for reliability using Cronbach's Alpha formula. The study reveals a direct and positive correlation between trust and job satisfaction, underscoring the potential to enhance job satisfaction by nurturing higher levels of trust. The findings contribute valuable insights to the education field, suggesting that cultivating trust can positively impact both teacher job satisfaction and overall educational quality. This research sheds light on the interplay between trust and job satisfaction, offering implications for educational institutions and policymakers to create more conducive teaching environments and elevate the educational experience for both teachers and students.