Study of Collective Trust and Collective Efficacy and their relationship with School Effectiveness from the Viewpoint of Primary Teachers

Document Type : Research Paper

Authors

• Ahmad Zandvanian ¹
• davood zare ²
• Mohsen Shakeri ³

¹ Department of Educational Science, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran

² Department of Social Sciences, Faculty of Psychology & Education Campus, Yazd University,yazd, Iran

³ Department of Education, Yazd University,Yazd

10.30495/jedu.2021.23441.4726

Abstract

Introduction: The purpose of this study was to investigate the relationship between collective trust and collective efficacy with school effectiveness from the viewpoint of primary teachers in Yazd city in the academic year of 2018-2019. Methodology: The research method was descriptive and correlational. Although sufficient sample according to Morgan and Krejcie's table (1970) according to the population size (N = 1759), a sample size of 317 subjects, but the researcher's distributed 450 questionnaires to reduce the error rate and given the probability of teachers not returning a percentage of questionnaires of these, 375 from return questionnaires were completed and were used in analyzes. The data collection tools were the Hoy and Moran Complex Confidence Questionnaire (2003), the teachers' collective efficacy questionnaire (CTEQ) Goddard (2001) and the School Effectiveness Standard Questionnaire Sergiovanni & et al. (1992) that were confirmed validity and reliability. Results: The findings showed that there is a positive and significant relationship between the collective trust and school effectiveness with a correlation coefficient of (r = 0.739, p≤ 0.01). There is a positive relationship between primary teachers' collective efficacy and school effectiveness with a correlation coefficient of (r = 0.675, p≤ 0.01). 62% of the variance of school effectiveness is predicted by the variables of collective trust and collective efficiency. Also, the results of independent sample t-test showed that the means of collective trust, collective efficacy and school effectiveness from the viewpoint of female teachers are significantly more than male teachers. Conclusion: Extensive involvement of teachers in decision making about school issues could increase the collective trust and collective efficacy of teachers and ultimately increase the school effectiveness.

Keywords

• Collective Trust
• Collective Efficacy
• School Effectiveness
• Primary Teachers

20.1001.1.20086369.1400.12.1.13.9

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