Developing Trust in Principal: Its Relationship with Attachment Styles

Güven eğitim kurumlarının etkili ve verimli şekilde çalışabilmesinde en önemli unsurlardan biri olarak görülmektedir. Eğitim alanında bireylerarası güveni içeren çalışmalar, öğretmenleri okul yöneticilerine duydukları güvenin niteliğinin önemli örgütsel çıktılara katkıda bulunduğunu göstermektedir. Bu anlamda, güvenle ilgili yapılan önceki çalışmalarda güvenilen bireye ait özellikler ile durumun özelliklerine ağırlık verilmiş, buna karşın güvenen kişiye ait özellikler ihmal edilmiştir. Bu sebeple bu çalışmada bağlanma stilleri, öğretmenlerin yöneticilerine duydukları güveni etkileyebilecek bir bireysel özellik olarak ele alınmıştır. Çalışmaya konu olan veriler, dört özel ilk ve ortaokul kademesinde tam zamanlı görev yapmakta olan 317 öğretmenden elde edilmiştir. Yapılan hiyerarşik regresyon analizi sonucunda güvenli bağlanma ve saplantılı bağlanma stiline sahip öğretmenlerin yöneticilerine duygusal olarak güven duydukları tespit edilmiştir. Diğer taraftan dört bağlanma stilininde öğretmenlerin yöneticilerine duydukları bilişsel güven üzerinde etkisine rastlanmamıştır. Çalışmanın sonuçları öğretmenlerin bağlanma stillerinin okul yöneticilerine duydukları güven üzerindeki etkilerini anlamamıza katkıda bulunmaktadır

Okul Yöneticisine Güven: Bağlanma Stilleri ile İlişkisi

Trust is recognized as an essential component of efficient operation and well-functioning of school organizations. Studies of interpersonal trust related to schools suggest that the nature and quality of teachers’ trust in principals contributes to important outcomes. In this sense, prior research has heavily focused on the attributes of the trustee and contextual factors, while neglecting the characteristics of the trustor. Thus, this study proposes an adult attachment style as personal characteristics of teachers developing trust in principals. The sample consists of 317 full-time primary and secondary teachers teaching in four private schools. Hierarchical regression analyses revealed that secure and preoccupied attachment styles were positively related to affective trust in principal, whereas none of the attachment styles were significantly related to cognitive trust in principal. The results of the study contribute to our understanding of the role of attachment styles in how teachers perceive and enact trust relationships at school

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