According to teacher perceptions, the assesment of the relationship between the organizational trust and the proficiency level of school managers

This research has been conducted in order to contribute to raising the quality level of education environments through the identification of affective applications to eliminate the deficiencies and to determine the areas in which administrators are not adequate if they exist, the level of organizational trust of teachers an the factors affecting this situation by examining the relationship between organizational trust levels and the proficiency of school managers from the view of teachers perception In this research, it is aimed at determining whether there is a statistically considerable difference or not in line with gender, age, years of service, branch , the number of students and teachers in the school and the number of administrators in the school, depending on the proficiency levels of school managers who work in primary and secondary schools and teacher perception of organizational trust. Descriptive scan model is used in this study. The universe of this research consists of the teachers who work in primary and secondary schools within the area of Beykoz which is the district of İstanbul . As of March 2015, 1232 teachers are in duty in primary and secondary schools of Beykoz. The questionnaire has been distributed to 540 teachers for research survey. 528 survey has been returned for research but 32 one has not been evaluated due to incorrect and incomplete data entry. The total number of valid survey which is included in the research is 496. The proficiency level scale which is developed by Ali Ekber ŞAHİN is used to measure the proficiency levels of school managers. This scale consists of 97 items and 8 subdimension namely called as Educational leadership, research and professional development, Human resources management,school-environment relations, communication, student affairs, school administration, personality features. In order to measure the organizational trust levels of teachers, Scale of organizational trust in schools of which validity and reliability was tested twice by Vanes (2001) and Yılmaz (2005) is used. This scale consists of 40 items and 4 subdimension including sensitivity to Employees, trust on managers, openness to innovation and communication environment. By using SPSS 15.0 packet programs in resolving data, the frequency and percentage values of demographic properties were examined, the arithmetic average and standard deviation of the points taken from the scales were calculated. Independent Group T test to determine whether the scores taken from the scales of proficiency level of organizational trust in schools differentiates according to the gender and branch of teacher, one way analysis of variance ANOVA test to determine whether it differentiates according to the age, year of service, and the number of school administrators, LSD test to determine which groups were differentiated, Kruskal Wallis-H test to determine differentiation depending on the number of teachers and students, Mann Whitney U test to determine which groups were differentiated, have been conducted. Pearson Moments multiplication analysis was applied to identify the relationship between the total scores of the scale and the lower dimension scores. According to research results; the level of competence of school director is fluent from the perception of teachers. Starting from the best areas of proficiency are listed as follows; school administration , student affairs , personality characteristics, research and professional development, educational leadership, communication, school environment relations, human resources management . The organizational trust levels of teachers are moderate. The average figures of lower dimensions of organizational trust from the most high to low are listed as follows; communication environment , trust upon administrator, sensitivity to employees, openness to innovation, gender, age are not effective variables on the perception of branch teachers for the proficiency level of school managers and the organizational trust level.. The service years provides meaningful results only in the field of educational leadership of school managers. But it is not effective on the level organizational trust. The number of students and teachers along with all subdimensions are variables which provide meaningful results on the teacher's perception for the proficiency level of school managers and the organizational trust level. The number of school administrators provides meaningful results only on the teacher's perception for the proficiency level of school managers but not effective on the organizational trust level. A highly meaningful relationship in a positive way which is also observed at all subdimensions is found between teachers' perception of the proficiency level of school management and organizational trust level. Used keywords: Teacher, principal, school, primary school, secondary school, competence, organizational trust