The effect of school principals' trust in teachers on school climate

The purpose of this study is to determine the effect of school principals' trust in teachers on the school climate from the perspective of the teachers. The population of the research that is in the model of relationship survey included 1401 primary school teachers who worked in schools located in Kutahya city center during the academic yeaar 2016 and 2017. The samples are composed of 310 primary school teachers who worked in schools located in Kutahya city center, during the year mentioned above. The quantitative data was gathered through "Determining School Principals Trust in Teachers Scale – Teacher Form" and the "School Climate Scale" which includes 45 items. The data obtained from results was analysed by using SPSS statistical entire program for Windows 12.0. The significance level was accepted as 0.05 and T-test, Variance Analysis (one way) and Multi Linear Regression Analysis were used in order to analyse and interpret the data. At the end of analysing the data, which has been obtained from the teachers' opinions, examined in three different dimensions, (socio-demographic information of teachers, trust of school principals' trust in teachers and school climate) following results were gained. It was observed that there is a significant relation between teachers' perceptions of principals' trust and school climate. It was observed that there is a significant difference between teachers' perceptions of principals' trust and their time spent with principals. It was observed that there is a significant difference between teachers' perceptions of principals' trust and teachers' gender in terms of transparency. A significant difference was not found between teachers' perceptions of principals' trust and teachers' gender in terms of proficiency, dependability and helpfulness. It was observed that there is a significant relation between teachers' perceptions of principals' trust and teachers' professional seniority in terms of dependaility. A significant difference was not found between teachers' perceptions of principals' trust and professional seniority in terms of proficiency, transparency and helpfulness and general dimension. It was observed that there is a significant difference between teachers' perceptions of principals' trust and the number of teachers at school in all dimensions, except helpfulness. Anahtar Kelimler: Organisational trust, school climate, school principal, teacher.