Organizational trust is a multifaceted construct with various definitions and measurement items according to the definition given by the researchers. Hence, this research was done to assess the aspects of organizational trust that exist in schools, as well as its validity and reliability. All constructs utilized were modified from the Omnibus Trust-Scale. The three constructs that make up the overall 26 items are trusted in colleagues, trust in clients, and trust in principle. Note that the content validity process involved a total of six experts. Subsequently, the instrument's validity was assessed via the Content Validity Index (CVI) and adapted Kappa coefficient. The study results established that 22 items have a threshold value greater than 0.8, and four items have a value lower than 0.8. Three items were modified for the next validation process, and one was dropped. Consequently, all 25 items were kept after the validity process was completed, and a pilot test was employed to conduct a reliability analysis. Moreover, 130 heads of committees from primary school were given the questionnaire during the pilot test to calculate Cronbach's Alpha value. Because the corrected item-total correlation had a low value, one item was eliminated following the reliability analysis, leaving 24 items in place. This instrument provides a new perspective on measuring organizational trust in education, especially in the school context.

Professional learning communities (PLC) is one of the strategies to enhance teacher learning which have gained attention in educational institutions all over the world. Professional learning community research has contributed various types of models to explain the ways PLC practiced in detail. We, hence, performed a systematic literature review on professional learning community models’ dimensions in this paper using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Databases such as Scopus and Web of Science, as well as Google Scholar were used to identify the papers for this study. These findings can guide teachers and assist stakeholders towards the implementation of Professional Learning Communities.