Bu araştırmanın amacı resmî ilkokul, ortaokul ve liselerde görev yapan öğretmenlerin yöneticiye duydukları güven algısının ne düzeyde olduğunu ve çeşitli değişkenlere göre farklılaşıp farklılaşmadığını belirlemektir. Araştırma tarama modeline uygun olarak düzenlenmiştir. Araştırma, 2015-2016 eğitim-öğretim yılında, İstanbul ilinin Bakırköy, Bağcılar ve Küçükçekmece ilçelerinde bulunan resmi ilkokul, ortaokul ve liselerde görev yapan 386 öğretmen ile gerçekleştirilmiştir. Araştırmada, veri toplama aracı olarak yöneticiye duyulan güven algı düzeyinin belirlenmesi amacıyla İslamoğlu, Birsel ve Börü (2007) tarafından geliştirilen 40 ifadeden oluşan ''Yöneticiye Duyulan Güven Ölçeği'' kullanılmıştır. Elde edilen verilerin çözümlenmesinde SPSS paket programı kullanılarak, veriler üzerinde aritmetik ortalama, standart sapma, t testi, varyans (Anova) analizi, Kruskal Wallis analizi yapılmıştır. Veri analizi sonuçlarına göre öğretmenlerin yöneticiye güven düzeylerinin hem alt boyutlarda hem de toplam puanda ''orta düzeyde'' olduğu görülmüştür. Yöneticiye güven alt boyutlarıyla ilgili olarak en yüksek ortalamanın ''yetkinlik'' alt boyutunda ve en düşük ortalamanın ise ''olumlu çalışma ortamı yaratan'' alt boyutuna ait olduğu görülmektedir. Öğretmenlerin yöneticiye güven düzeylerinin mesleki kıdem, kurumda çalışma süreleri ve eğitim bölgesi değişkenlerine göre anlamlı farklılaştığı, diğer değişkenler açısından ise anlamlı bir farklılaşmanın olmadığı tespit edilmiştir

Administration has a multitude of varying definitions and descriptions from different points of view. In general sense, administration is defined as “getting works done through people” (Hodgetts, 1997). In a broader sense, administration is a process in which resources are organized to achieve pre-determined goals and the results are evaluated to decide on future activities (Hodgetts, 1997). Drucker (2012) interprets administration from a different point of view, defining it as follows: “innovation” directly affecting the people who will be the “knowledge workers” of tomorrow and the administrators of the other day. The point of view of Drucker describes to us the critical role of administration in determining the roadmap and course of a country beyond an inividual, society, or institutions, for designing a future. The administrator has the major part to play in this role. In general, administrator can be defined as the one who plans, puts the plan into practice, and assesses the performance (Antonioni, 2000). The main factors affecting to what extent organizations achieve their predetermined goals, in other word their level of success, include psychological factors such as trust, justice, commitment, satisfaction, motivation etc. (Koç and Yazıcıoğlu, 2011:46). This study deals with the perceived trust which is also one of the factors constituting and affecting organizational behavior. The trust in the administrator, which is the topic dealt by this study, is defined in the body of literature as follows: It is that although what the administrator will do is uncertain, the employee takes any kind of dangers and risks from his administrator, believing that what is done by his/her administrator will have favorable consequences for him/her. (Chung et al., 2010; Darwish, 2000; Dirks and Ferin, 2002; Hoy and Miskel, 2008; İslamoğlu, Birsel and Börü, 2007; Kovac and Jesenko, 2010; Köy, 2011; Lewick and Bunker 1996; Mayer and Davis, 1995; McAllister, 1995; Sharkie, 2009; Solomon and Floreres 2001; Spector, 1997; Sue-Chan, Au and Hackett, 2012; Zhang et al, 2008). The trust in the administrator is addressed in the context of interpersonal trust within organization structure. In this context, one’s perceived trust in their administrator is shaped by the attitudes of the administrator in ethical and just practices (Koç and Yazıcıoğlu, 2011:47). In other words, the administrator should be consistent in what s/he says and what s/he do, honest, openly communicate with his/her employees, be helpful towards his/her employees, and be well-equipped and qualified to sufficiently achieve his/her duties/tasks (Mishra, 1996). In school life, trust is not limited only to the relationships between the individuals. For example, the basic managerial practices such as taking employees’ opinion, involving them in decision making, be fair in assessing and rewarding their performance also affect the organizational trust (Morgan ve Hunt, 1994). This is why the administrator has the determining role in making trust dominant in schools. In schools, employees put their trust to the same extent they believe in sincerity of administrators. The sincerity manifests itself in what the administrator says and how they act. How the administrator acts is crucial in creating a general atmosphere of trust in schools which are educational organizations (Tschannen-Moran and Hoy, 2000). One can claim that the trust in the administrators by teachers is associated with the quality of the education and effectiveness of the school (Hoy, Tarter and Witkoskie, 1992; Tarter, Sabo and Hoy, 1995). This study aims to determine the extent to which the perceived trusts in their administrators by teachers working in public primary, secondary and high schools and whether it varies on various factors or not. Answers were sought for the following questions through the study designed using survey model.  What is the level of the perceived trust of teachers in the administrator?  Does the perceived trust in the administrator by teachers vary depending on the variables of gender, age distribution, professional seniority, educational region, and field of study? The study was designed using survey model. The study was conducted on 386 teachers working at public primary, secondary and high schools in the districts Bakırköy, Bağcılar and Küçükçekmece in the European Side of the province Istanbul in the second semester of the school year of 2015-2016. The study used, as data collection tool, “scale of trust in administrator” of 40 statements as designed by İslamoğlu, Birsel and Börü, (2007) to determine the level of trust in administrator. The results of data analysis showed that the levels of trust in administrator by teachers were at “moderate level” in terms of sub-dimensions and total score. And for the sub-dimension “trust in administrator”, the highest mean appeared to be for the sub-dimension “competence” and the lowest mean was for the sub-dimension “creator of a positive work environment”. Analyses of the levels of perceived trust in administrator in terms of gender, age, field of study and organization where teacher works showed no significant difference. In the analysis made for levels of trust in administrator by teachers, the highest score appeared to be for the teachers having a professional seniority of 16 years and above. The analysis made for the level of trust in administrator by teachers by the variable number of years worked in the organizations showed that the highest means of score is for the teachers having a number of years worked ranging from 0 to 1 year. When the levels of trust in administrator of teachers were analyzed by region of educational organization, it appeared that the highest mean was for the teachers working in Bakırköy while the lowest was for those who work in Bağcılar.