Trust in School Principal and Self-efficacy as Predictors of Teacher Professionalism

Abstract

This study examined the relationships between teacher professionalism of primary and secondary school teachers, their perceptions of trust in school principal and levels of their self-efficacy. The present study was designed in correlational research model. A total of 279 primary and secondary school teachers participated in the study. Research data was analyzed through descriptive statistics, Pearson product-moment correlation coefficients and multiple linear regression. Results indicated that there were positive and significant relationships between teacher self-efficacy, trust in school principal and teacher professionalism. Furthermore, results revealed that teachers’ levels of trust and perceptions of self-efficacy were significant predictors of teacher professionalism. In the study, suggestions were made for improving teacher professionalism and following researches.