Principal trust in students and parents: its relationship with principal burnout

Dönmez, Burhanettin; Özer, Niyazi; Cömert, Melike

doi:10.1016/j.sbspro.2010.03.061

Cited by 8 publications

(5 citation statements)

References 8 publications

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“…Although it is theoretically possible for teachers and students to be examined in a unified construct, we still cannot ignore different needs and levels of interdependence especially at higher grades (Van Maele and Van Houtte, 2009). This is evident in studies where these two referents have been examined separately (Adams and Christenson, 2000;Lee, 2007;Dönmez et al, 2010;Lerkkanen et al, 2013;Romero, 2015). Grounded in those differences, we, therefore, suggest that trust in parents and students should be examined separately not as a unified construct, especially in higher grades.…”

Section: Discussionmentioning

confidence: 83%

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

2021

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Objective and Method: This review unravels the complexity of trust in home–school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000–2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship.Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor’s propensity to trust, shared goals, the trustor–trustee relationship, and the trustee’s trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor’s actual trust behavior.Conclusion: Most “trust studies” are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home–school and workplace relationships.

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Section: Discussionmentioning

confidence: 83%

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

2021

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“…Otros países europeos se han interesado en los últimos años por el tema de la confianza en la escuela, aunque no con tantos avances como en Holanda y Bélgica. Entre ellos destaca Turquía, con investigadores como Dönmez et al (2010), quienes realizaron un estudio cuyo objetivo era determinar las opiniones de los directores de escuela primaria sobre la confianza en los estudiantes y los padres y también, explorar las relaciones entre los niveles de agotamiento profesional de los directores y su confianza en los estudiantes y los padres. El estudio se realizó con 119 directores de la ciudad de Malatya en Turquía.…”

Section: Discussionunclassified

Confianza relacional en la escuela: revisión literaria entre los años 2000 a 2019

Buitrago

Sandoval-Estupiñán

2022

Estud. pedagóg.

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RESUMENEl artículo aporta una revisión literaria sobre la confianza relacional en el contexto escolar durante el periodo 2000 a 2019. Para el estudio se aplicaron técnicas bibliométricas y de análisis de contenido, de investigaciones encontradas en las bases de datos Web of Science, Scopus y SciELO. El análisis permite concluir: Aunque la confianza es factor clave en el proceso educativo y vinculante con la mejora escolar, ha sido poco estudiado en el ámbito educativo a nivel mundial, sin embargo, denota un crecimiento en la producción científica en la última década. El concepto sobre confianza relacional aplicado al contexto escolar que data de los años setenta en Europa, ha comenzado a tomar fuerza recientemente en Latinoamérica con estudios realizados en Chile sobre las relaciones entre profesores y directores. Se requiere fortalecer en la escuela la confianza relacional entre los distintos actores, potenciar la investigación y monitoreo en el campo.

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“…Through these efforts, principals can foster such facets of trust as openness, benevolence and care (Day, 2009;Tschannen-Moran, 2004). Finally, besides promoting school effectiveness and improvement, principal trust in students and parents was found to be moderately negatively related with principal burnout (Dönmez et al, 2010).…”

Section: Trust and School Micropoliticsmentioning

confidence: 91%

The fragility of trust in the world of school principals

Walker

Kutsyuruba

Noonan

2011

Journal of Educational Administration

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Purpose -The purpose of this paper is to examine the trust-related aspect of the work of school principals. The authors' exploratory examination of the Canadian school principals' perceptions of their moral agency and trust-brokering roles described their establishing, maintaining, and recovering of trust in schools. This article is delimited to the selected perceptions of Canadian principals' regarding the fragile nature of trust in their school settings. Design/methodology/approach -This study used the open-ended responses from surveys sent to school principals (n ¼ 177), who responded to the authors' invitation to complete a survey, as part of a larger study, in the ten provinces and three territories of Canada. The data analyses included theme and cross-theme analyses. Findings -This study has pointed to the perception that trust-related matters are an important, yet a fragile, aspect of the work of principals. Principals often have to deal with trust-related matters, which have caused trustworthiness to be threatened and trusting relationships to be broken. Trust-related problems contribute to the fragility of trust and frequently seem to pertain to relationships between principal and other administrators, staff members, parents, and students. Most of the time, principals as leaders felt personal responsibility to make sure relationships among all stakeholders were sustained and, if broken, restored. The prevalent belief among participants in the study was that trusting relationships, though fragile and often broken, are subject to the hope of restoration and renewal. Originality/value -This study provided valuable findings that enhance the understanding of ethical decision making and trust brokering amongst the Canadian school principals. While the discussions of trust and moral agency are certainly present in the educational literature, not much is known about the self-perceived role of a principal as both a moral agent and trust broker. Moreover, there is perceived need for qualitative studies in the area of trust in educational leadership.

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Principal trust in students and parents: its relationship with principal burnout

Cited by 8 publications

References 8 publications

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review

Confianza relacional en la escuela: revisión literaria entre los años 2000 a 2019

The fragility of trust in the world of school principals

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