Examining the Relationships among Trust in Administrator, Distributed Leadership and School Academic Optimism

Cansoy, Ramazan; Parlar, Hanifi

doi:10.14527/kuey.2018.001

Cited by 7 publications

(3 citation statements)

References 44 publications

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“…Specifically, empirical studies have found trust in the university setting to increase collaboration between student and school (Mitchell, Kensler & Tschannen-Moran, 2018;Abdelmaaboud, Peña, & Mahrous, 2020), academic performance (Ennen, Stark & Lassiter, 2015;Latif, Bunce, & Ahmad, 2021), healthy school climates and quality school life (Hongwidjojo, Monika & Wijaya, 2018;Jones & Afnan, 2019), collective teacher efficacy (Flood & Angelle, 2017), triadic set of interactions and academic optimism (Cansoy & Parlar, 2018), and student identification with school (Mitchell, Kensler, & Tschannen-Moran, 2018).…”

Section: Trust In University Settingmentioning

confidence: 99%

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

Najimdeen¹,

Amzat²,

Badrasawi³

2021

AIJISHS

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This study was conducted to examine the effects of student’s satisfaction on student’s trust, social identification, and loyalty amongst international students in Malaysian public higher institutions. It was conducted due to low research outputs on these variables among international students in Malaysia. A theoretical literature review was conducted, and an adapted survey of Student Loyalty Model was used to collect the data from four public universities in Malaysia, while regression analysis was performed to check for the effect of satisfaction on other variables. The findings showed that student’s trust, social identification, and loyalty can predict student’s satisfaction. International student satisfaction has a strong effect on trust (B=0.401), but a weak effect on social identification (B=0.220) and loyalty (B=0.131). The results indicated that the gaps in international students’ satisfaction can be minimized by improving the aspects of student loyalty and identification with the university through campus engagement and non-academic programs. The study also recommended carrying out further research within a larger population of students in public and private universities to compare their perceptions and to benefit from the experiences and successes of other international education destinations.

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Section: Trust In University Settingmentioning

confidence: 99%

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

Najimdeen¹,

Amzat²,

Badrasawi³

2021

AIJISHS

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“…Some research support the results of research on the level of trust in teachers in secondary schools and high schools. Cansoy and Parlar (2018), showed that distributed leadership and trust in the administrator predicted the school academic optimism. Özdemir and Pektaş (2017) also found that there was a positive, significant and moderate relationship between social justice leadership and academic optimism, and that social justice leadership was an important predictor of academic optimism.…”

Section: Result Discussion and Recommendationsmentioning

confidence: 99%

Do the teachers' organizational trust levels predict their academic optimism?

Bostancı

Bülbül

2019

HumanSciences

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This research was conducted to determine the relationship between teachers' organizational trust levels and academic optimism perception about their schools. The research is in relational screening model. The sample of the study consisted of 299 teachers working in primary, secondary and high schools in Uşak province. In the study, simple random sampling was employed. The data were collected by The Organizational Trust Scale and the Organizational Trust in Colleagues Scale and School Academic Optimism Scale. In the analysis of the data, arithmetic mean, one way variance analysis, Pearson Product Moment Coefficient and multiple regression analysis were used. According to the results of the study; It is observed that teachers who work in primary school and secondary schools have high levels of trust in the organization and teachers who work in high schools have a moderate level of trust in the organization. The level of teachers’ trust in the administrator working in all school levels is moderate. Again teachers’ perceptions about academic optimism of their schools is high in all school levels. In the research, the school academic optimism levels of primary school teachers was found higher than that of high school teachers. A significant relationship between teachers’ trust in the organizational and the level of school academic optimism was found only in secondary schools. While there is a low positive relationship between the teachers’ trust in the administrator and school academic optimism levels in primary school, there is a moderate positive relationship in secondary and high schools. While primary teachers' trust in the administrator does not predict school academic optimism levels; level of trust of secondary and high schools teachers to administrators predicts about school academic optimism levels of their schools.

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“…Although research has been conducted on many issues related to academic optimism, more research is needed to better understand teacher academic optimism and develop academic optimism theory in schools (Hoy et al, 2006;Hoy & Miskel, 2012). Academic optimism is associated with student achievement, and research has been conducted on many issues related to academic optimism, such as student academic success, professional commitment, factors that contribute to school development, distributed leadership, organizational climate, teachers' academic optimism, social justice leadership, and bureaucratic structure (Ateş & Ünal, 2021;Bevel & Mitchell, 2012;Boonen et al, 2014;Straková et al, 2018;Kurz, 2006;Best, 2014;Cansoy & Parlar, 2018;Kılınç, 2013;Reeves, 2010;Feng & Chen, 2019;Özdemir & Kılınç, 2014). Therefore, determining the characteristics of schools that affect teachers' academic optimism can help us understand why academic optimism differs between schools, determine causal relationships between academic achievement and academic optimism, and find ways to improve teachers' academic optimism.…”

Section: The School's Culture Of Academic Optimismmentioning

confidence: 99%

Factors Affecting Teachers’ Academic Optimism in Secondary Schools

Üzüm

ÜNAL>

2023

Research on Education and Psychology

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Academic optimism is a vital concept that can help schools overcome the challenges posed by students from low socioeconomic backgrounds. This study investigates the factors that influence the academic optimism of secondary school teachers. Using a phenomenological approach, we collected data through focus group interviews with principals and teachers, employing the maximum variation sampling technique to ensure diverse perspectives. Our analysis revealed three themes that affect teachers' academic optimism: self-efficacy, academic emphasis, and trust in students and parents. Notably, our findings indicate that teachers' experiences of success or failure are the most significant determinant of their academic optimism. Based on these results, we propose actionable strategies to enhance teachers' self-efficacy, ultimately promoting academic optimism in secondary schools.

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Examining the Relationships among Trust in Administrator, Distributed Leadership and School Academic Optimism

Cited by 7 publications

References 44 publications

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

The Effect of Satisfaction on Trust, Social Identification and Loyalty Amongst International Students in Malaysian Public Universities

Do the teachers' organizational trust levels predict their academic optimism?

Factors Affecting Teachers’ Academic Optimism in Secondary Schools

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