Opinions of Teachers Working in Primary Schools on Organizational Trust

Abstract

This study aimed to evaluate the opinions of teachers working in primary schools regarding organizational trust. In the study, the phenomenology model was chosen from qualitative research methods. Maximum diversity sampling method, one of the purposeful sampling methods, was used for the study group. In this context, the 20 teachers in the study group were selected according to gender, marital status, age, educational status, subject area, total years of experience and years of working at the school. Data was collected using a semi-structured interview form prepared to determine the opinions of teachers working in primary schools regarding organizational trust. In-depth interviews were conducted to collect data. In the interviews, teachers were asked questions about their experiences about organizational trust in educational institutions and their opinions, feelings and perceptions were collected. The data obtained was analyzed with descriptive analysis. The research results generally show that elements such as transparency, equality, support, communication, justice and teamwork play an important role in the formation of organizational trust in educational institutions. In addition, teachers generally emphasize that organizational trust strengthens communication, affects student achievements, encourages innovation and professional development, increases job satisfaction and strengthens the ability to cope with stress