Abstract
The aim of this study was to conduct an in-depth analysis of the articles focusing on organisational trust in Turkish schools published between 2005 and 2017 and systematically review the findings, results and suggestions reported in these articles. A total of 46 articles were examined in the study in which thematic content analysis, a qualitative research method, was used. This systematic review showed correlational model, which is a quantitative research method, and was often employed in the literature. The correlational studies mostly focused on the relationships between organisational trust and the concepts of organisational commitment, organisational justice, organisational citizenship and school culture. Organisational trust was reported to be above moderate level based on the perceptions of the sample. Organisational trust in schools were examined mostly in the dimensions of trust in administrator, trust in colleagues, trust in student and parents, trust in staff, communicative environment and openness to innovation. In the studies, researchers were suggested to conduct further studies with different school types and samples and use qualitative research methods. As for practitioners, administrators were suggested to exhibit fair behaviours, determine and eliminate the elements that reduce trust in school, and implement open-door policies in communication. Since trust among individuals is embedded and implicit in the structure of interpersonal or organisational relationships, qualitative and longitudinal studies can be conducted to examine the concept of organisational trust in detail in the future.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Adıgüzelli, Y. (2016). Dağıtılmış liderlik ile örgütsel güven arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi. Eğitim ve Bilim, 41(185), 269–280.
Akın, U. (2015). Okullarda örgütsel sinizm ve güven ilişkisinin incelenmesi: Öğretmenler üzerinde bir araştırma. Eğitim ve Bilim, 40(181), 175–189.
Altınkurt, Y., & Yılmaz, K. (2011). Relationship between the school administrators' power sources and teachers' organizational trust levels in Turkey. Journal of Management Development, 31(1), 58–70.
Altunay, E. (2017). İlköğretim okulu öğretmenlerinin örgütsel güven ve adanmışlık düzeyleri arasındaki ilişkinin incelenmesi. Milli Eğitim ve Sosyal Bilimler Dergisi, 213, 37–66.
Ayık, A., Şayir, G., & Yücel, E. (2015). Analyzing the relation between management by values and organizational trust according to the secondary school teachers’ perceptions. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 67–81.
Babaoglan, E. (2016). The predictive power of organizational trust to organizational commitment in elementary and high school teachers. The Anthropologist, 24(1), 83–89.
Baş, G., & Şentürk, C. (2011). İlköğretim okulu öğretmenlerinin örgütsel adalet, örgütsel vatandaşlık ve örgütsel güven algıları. Educational Administration: Theory and Practice, 17(1), 29–62.
Baştug, G., Pala, A., Kumartasli, M., Günel, İ., & Duyan, M. (2016). Investigation of the Relationship between organizational trust and organizational commitment. Universal Journal of Educational Research, 4(6), 1418–1425.
Bökeoğlu, Ö. Ç., & Yılmaz, K. (2008). İlköğretim okullarında örgütsel güven hakkında öğretmen görüşleri. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 14(2), 211–233.
Brewster, C., & Railsback, J. (2003). Building trusting relationships for school improvement: implications for principals and teachers. Portland: Northwest Regional Educational Laboratuary.
Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
Bryk, A., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.
Burns, N., & Grove, S. K. (2007). Understanding nursing research: Building an evidence-based practice. China: Saunders.
Çağlar, C. (2011). An examination of teacher's occupational burnout levels in terms of organizational confidence and some other variables. Educational Sciences: Theory and Practice, 11(4), 1841–1847.
Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33–38.
Camgöz, S. M., & Karapinar, P. B. (2016). Linking secure attachment to commitment:trust in supervisors. Leadership & Organization Development Journal, 37(3), 387–402.
Cemaloğlu, N., & Kılınç, A. Ç. (2012a). İlköğretim okulu yöneticilerinin etik liderlik davranışları ile öğretmenlerin algıladıkları örgütsel güven ve yıldırma arasındaki ilişki. Eğitim ve Bilim, 37 (165), 137–151.
Cemaloğlu, N., & Kılınç, A. Ç. (2012b). Okul müdürlerinin liderlik stilleri ile öğretmenlerin örgütsel güven düzeyleri arasındaki ilişki. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(23), 132–156.
Cerit, Y. (2009). Öğretmenlerin örgütsel güven düzeyleri ile işbirliği yapma düzeyleri arasındaki ilişki. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 637–657.
Cummings, L. L., & Bromiley, P. (1996). The organizational trust inventory (OTI). Trust in organizations: Frontiers of Theory and Research, 302(330), 39–52.
Demir, K. (2015). The Effect of organizational trust on the culture of teacher leadership in primary schools. Educational Sciences: Theory and Practice, 15(3), 621–634.
Demircan, N. (2003). Örgütsel güvenin bir ara değişken olarak örgütsel bağlılık üzerindeki etkisi: eğitim sektöründe bir uygulama (Doktora Tezi, Gebze Yüksek Teknoloji Enstitüsü Sosyal Bilimler Enstitüsü, Gebze).
Demirdağ, S. (2017). Ücretli öğretmen algılarına göre ilkokul yöneticilerinin örgütsel adalet, örgütsel güven ve yıldırma davranışları arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 132–153.
Eğriboyun, D. (2013). Ortaöğretim okullarında görev yapan yönetici ve öğretmenlerin örgütsel güven ve örgütsel destek algıları arasındaki ilişki. Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi., 12, 17–43.
Eğriboyun, D. (2014). Ortaöğretim okullarında görev yapan yönetici ve öğretmenlerin örgütsel güven ve örgütsel bağlılıkları arasındaki ilişki. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 329–363.
Ercan, Y. (2006). Okullardaki örgütsel güven düzeyinin bazı değişkenler açısından incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16, 739–756.
Erdoğan, Ç. (2012). İlköğretim okullarinda güven kültürü ve önyargı ile ilişkisi. (Doktora Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara).
Ertürk, A. (2010). Exploring predictors of organizational identification: Moderating role of trust on the associations between empowerment, organizational support, and identification. European Journal of Work and Organizational Psychology, 19(4), 409–441.
Ertürk, A. (2016a). Analyzing of organizational trust in secondary school in Turkey. The Antropologist, 14(1–2), 45–54.
Ertürk, A. (2016b). Organizational trust of mobbing victims: A study of Turkish teachers. Journal of Education and Training Studies, 4(11), 49–57.
Evans, J., & Benefield, P. (2001). Systematic reviews of educational research: does the medical model fit? British Educational Research Journal, 27(5), 527–541.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3–17.
Gören, S. Ç., & Özdemir, M. (2015). Ortaokul öğretmenlerinin örgütsel güvene ilişkin görüşlerinin bazı değişkenlere göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 793–801.
Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16, 399–432.
Gülbahar, B. (2017). The relationship between work engagement and organizational trust: A study of elementary school teachers in Turkey. Journal of Education and Training Studies, 5(2), 149–159.
Handy, C. (1995). Trust and the virtual organization. Harvard Business Review, 73(3), 40–51.
Hemsley-Brown, J., & Oplatka, I. (2006). Universities in a competitive global marketplace: A systematic review of the literature on higher education marketing. International Journal of Public Sector Management, 19(4), 316–338.
Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449–471.
Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184–208.
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42(2), 236–255.
Kalkan, F. (2016). The Relationship between professional learning community, bureaucratic structure and organisational trust in primary education schools. Educational Sciences: Theory & Practice, 16, 1619–1637.
Karaçam, Z. (2014). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26–33.
Karapınar, B., Camgoz, S., & Ekmekci, O. (2016). The mediating effect of organizational trust on the link between the areas of work life and emotional exhaustion. Educational Sciences: Theory & Practice, 16, 1947–1980.
Koşar, D., & Yalçınkaya, M. (2013). Öğretmenlerin örgütsel vatandaşlık davranışlarının yordayıcıları olarak okul kültürü ve örgütsel güven. Kuram ve Uygulamada Eğitim Yönetimi, 19(4), 603–627.
Lesinger, F., Dağlı, G., Altınay, Z., Sazali, Y., & Altınay, F. (2016). Investigating the relationship between organizational culture, educational leadership and trust in schools. International Journal of Educational Sciences, 15(1, 2), 178–185.
Lewicki, R. J., McAllister, D. J., & Bies, R. J. (1998). Trust and distrust: New relationships and realities. Academy of Management Review, 23(3), 438–458.
Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734.
McAllister, D. J. (1995). Affect- and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38, 24–59.
Mishra, J., & Morrissey, M. A. (1990). Trust in employee/employer relationships: A survey of West Michigan managers. Public Personnel Management, 19(4), 443–486.
Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961–972.
Öksüzoğlu, M. (2012). Organizational trust in educational management: A Case study of a high school in North Cyprus. Eurasian Journal of Educational Research, 49, 121–140.
Oplatka, I. (2012). Fifty years of publication: Pondering the legacies of the Journal of Educational Administration. Journal of Educational administration, 50(1), 34–56.
Özer, N., & Akbaş, M. (2016). Ortaokul öğretmenlerinin okul kültürü profili ve örgütsel güvene ilişkin algıları arasındaki ilişki. Milli Eğitim Dergisi, 211, 63–86.
Özer, N., Demirtaş, H., Üstüner, M., & Cömert, M. (2006). Ortaöğretim öğretmenlerinin örgütsel güven algıları. Ege Eğitim Dergisi, 7(1), 103–124.
Özgan, H. (2011). Örgütsel davranış bağlamında öğretmenlerin örgütsel adalet, güven, bağlılık, yönetici değerlendirme ve çatışma yönetimi stratejileri algıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 229–247.
Öztürk, Ç., & Aydın, B. (2012). Ortaöğretim okulu öğretmenlerinin örgütsel güven algıları. Gaziantep University Journal of Social Sciences, 11(2), 485–504.
Polat, S. (2010). The effect of organizational support; perception of teachers on organizational trust perception of their schools. African Journal of Business Management, 4(14), 3134.
Polat, S. (2013). The impact of teachers' organizational trust perceptions on organizational cynicism perception. Educational Research and Reviews, 8(16), 1483–1488.
Polat, S., & Celep, C. (2008). Ortaöğretim öğretmenlerinin örgütsel adalet, örgütsel güven, örgütsel vatandaşlık davranışlarına ilişkin algıları. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 14 (2), 307–331.
Sağlam, A. Ç. (2016). The effects of vocational high school teachers’ perceived trust on organizational silence. Journal of Education and Training Studies, 4(5), 225–232.
Schneider, B., Judy, J., Ebmeyer, C. M., & Broda, M. (2014). Trust in elementary and secondary urban schools: A pathway for student success and college ambition. In Trust and school life (pp. 37–56). Netherlands: Springer.
Sonnenberg, F. K. (1994). Ethics: trust me, trust me not. Journal of Business Strategy, 15(1), 14–16.
Stanton-Salazar, R. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67(1), 1–41.
Starnes, B. J., Truhon, S. A., & McCarthy, V. (2010). Organizational trust: employee employer relationships, A Primer on Organizational Trust, ASQ Human Development & Leadership Division. http://rube.asq.org/hdl/2010/06/a-primer-on-organizational-trust.pdf, (Access date: 05.10.2017).
Taşdan, M. (2012). Turkish Primary School Teachers’ Perceptions of Organizational Trust. The New Educational Review, 30(4), 176–190.
Taşdan, M., & Yalçın, T. (2010). İlköğretim okulu öğretmenlerinin algıladıkları sosyal destek ile örgütsel güven düzeyleri arasındaki ilişki düzeyi. Kuram ve Uygulamada Eğitim Bilimleri, 10 (4), 2569–2620.
Terzi, A. R. (2016). Teachers' perception of organizational culture and trust relation. International Journal of Organizational Leadership, 5(4), 338–347.
Titrek, O. (2016). Relations between trust in principal and shared leadership. The Anthtropologist, 24(1), 300–308.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. San Francisco: John Wiley & Sons.
Tschannen-Moran, M., & Hoy, W. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational administration, 36(4), 334–352.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Tschannen-Moran, M., & Hoy, A. (2002, April). The influence of resources and support on teachers’ efficacy beliefs. In Annual meeting of the American Educational Research Association, New Orleans.
Uğurlu, C. T., & Arslan, U. (2015). An examination of teachers’ organizational identity and their level of trust on school by means of some variables. Elementary Education Online, 14 (1), 72–85.
Van Maele, D., & Van Houtte, M. (2015). Trust in school: a pathway to inhibit teacher burnout? Journal of Educational Administration, 53(1), 93–115.
Yangın, D., & Elma, C. (2017). The Relationship among ınteractional justice, manager trust and teachers’ organizational silence behavior. Universal Journal of Educational Research, 5(3), 325–333.
Yıldız, K. (2013). Öğretmenlerin örgütsel adalet ve örgütsel güven algıları. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 289–316.
Yılmaz, E. (2005). Okullarda örgütsel güven ölçeğinin geçerlik ve güvenirlik çalışması. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 567–580.
Yılmaz, K. (2006). Güven ölçeğinin geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 11, 70–77.
Yılmaz, K. (2008). The relationship between organizational trust and organizational commitment in Turkish primary schools. Journal of Applied Sciences, 8(12), 2293–2299.
Yılmaz, K. (2009). Özel dershane öğretmenlerinin örgütsel güven düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 59(59), 471–490.
Yılmaz, K., & Altınkurt, Y. (2012a). Relationship between management by values, organizational justice, and job satisfaction in secondary schools. Sakarya University Journal of Education, 2 (2), 65–79.
Yılmaz, K., & Altınkurt, Y. (2012b). Relationship between the leadership behaviors, organizational justice and organizational trust. Çukurova University. Faculty of Education Journal, 41(1), 12–24.
Yücel, C., & Samancı, G. (2009). Örgütsel güven ve örgütsel vatandaşlık davranışı. Fırat Üniversitesi Sosyal Bilimler Dergisi, 19(1), 113–132.
Zayim, M., & Kondakci, Y. (2015). An exploration of the relationship between readiness for change and organizational trust in Turkish public schools. Educational Management Administration & Leadership, 43(4), 610–625.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer International Publishing AG, part of Springer Nature
About this paper
Cite this paper
Polatcan, M., Cansoy, R. (2019). Organisational Trust in Schools: A Critical Review of Empirical Research in Turkey. In: Erçetin, Ş., Potas, N. (eds) Chaos, Complexity and Leadership 2017. ICCLS 2017. Springer Proceedings in Complexity. Springer, Cham. https://doi.org/10.1007/978-3-319-89875-9_32
Download citation
DOI: https://doi.org/10.1007/978-3-319-89875-9_32
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-89874-2
Online ISBN: 978-3-319-89875-9
eBook Packages: Social SciencesSocial Sciences (R0)