Document Type : Original Article
Authors
1 Instructor, Department of Educational Sciences, Shahid Mofateh Campus, Farhangian University, Tehran, Iran.
2 Faculty Member, Department of Educational Administration, Psychology and Educational Sciences, Islamic Azad University, Garmsar Branch, Iran.
3 Faculty Member, Department of Educational Administration, Management and Economics, Islamic Azad University, Science and Research Branch, Tehran, Iran.
Abstract
The results of previous research showed that the trust culture facilitated school health, collaboration, student achievement, and school effectiveness. The purpose of this study was to identify the factors that make and develop the trust culture in Tehran schools in 2017-2018 and also was carried out in a qualitative method of a phenomenological type. The sample included 24 experts who were purposefully selected and interviewed with semi-structured questions so that the data gathered based on theoretical saturation. Hence, the “NVivo 10” software was used to analyze the data. Then, findings indicated that four factors played the most effective roles in the teachers' trust culture in schools including: "awareness" was in the first place, "constructive interactions", "moral characteristics", "enabling structure", respectively. Therefore, all the identified factors must be developed in a coordinated way to grow the culture of trust in schools: in other word, achieving to teachers' trust culture requires the educational system carefully planned and intended to the needs of the community.
Keywords
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