Examination of the relationship between collective trust collaboration and effectiveness of school according to teacher's opinions

This study seeks to determine the relationships between collective trust, collaboration, and school effectiveness in schools based on teachers' views as well as to examine the mediating role of school collaboration between collective trust and school effectiveness. The population consists of teachers working in public primary, secondary, and high schools in İpekyolu, Tusba, and Edremit, the three districts of Van province, in the 2021-2022 academic year. The data were obtained through the responses of 1112 teachers, selected through proportionate stratified sampling, to the "Personal Information Form", "Collective Trust Scale", "School Effectiveness Scale", and "School Collaboration Scale". Data were analyzed with AMOS, IBM SPSS program, Process Macro software, and open source R software programs. The results revealed that teachers' perceived collective trust, school collaboration, and school effectiveness were high. The collective trust sub-sub-scale results revealed that teachers had a high trust relationship with their colleagues and school principals, while their perceived trust towards parents were slightly above the moderate level. As regards the school collaboration variable, perceived school principal-stakeholder collaboration, teacher-colleague collaboration, and guidance service-stakeholder collaboration were high while perceived parent-teacher collaboration was moderate. Besides, the perceptions of the teachers differed significantly from several organization-and-teacher-based variables with a highly significant relationship between collective trust, collaboration, and school effectiveness. The structural equation model analysis revealed that collective trust had a direct effect on school effectiveness and upon the inclusion of school collaboration in the model, high cohesion values emerged and school collaboration served as a mediator between collective trust and school effectiveness.