The relationship between the bureaucratic structure of the school and trust in the school principal

In this research, it was aimed to determine the teachers' perception of the quality of the bureaucratic structure of the school and their level of trust in the school principal. And also, it was aimed to investigate whether the quality of the bureaucratic structure of the school and their level of trust in the school principal differ significantly according to the variables of gender, branch, professional seniority, request for appointment and type of employment. Finally, it was aimed to examine the relationship between the quality of the bureaucratic structure of the school and the level of trust in the school principal. In this quantitative research, all three of the descriptive, causal-comparative and relational designs were used. The population of the research consists of 13,581 teachers working in public schools in the central districts of Şanlıurfa in the 2021-2022 academic year. The sample of the research consists of 1011 teachers selected from the population by stratified sampling method. The data of the study were collected using the Enabling School Structure Scale and Omnibus Trust scale. In the analysis of the data obtained, descriptive statistics, t-test for independent groups, one-way analysis of variance and Pearson correlation analysis were performed. As a result of the analyzes, it was found that the teachers' perceptions of the quality of the bureaucratic structure and trust in the school principal did not show a significant difference according to the gender and branch variable. However, a significant difference was obtained according to the employment type, status of requesting appointment and professional seniority variables. Finally, a positive and high significant relationship was found between enabling bureaucracy and trust in the principal, and a negative and high significant relationship between coercive bureaucracy and trust in the principal.