The Direct and Indirect Role of School Attitude Alienation to School and School Burnout in the Relation between the Trust in Teacher and Academic Achievements of Students

Abstract

The present study aimed to examine the relationships between the variables of trust in the teacher, attitudes towards the school, alienation from school, and school burnout and the relationship between these variables and the academic achievement of high school students. The sampling of the study consisted of 2.291 students who were determined with the Stratified Random Sampling Method by considering the gender and grade levels of the students who were studying at Anatolian high schools in Battalgazi District of Malatya province. In the study, a data collection tool that include five scales was used as the data collection instrument. The first part of the data collection tool that was used in the study included the demographic information, the second part included the "Maslach Burnout Inventory-Student Form (MBI-SF)", the third part included the "School Attitude Assessment Survey", the fourth part included the “Student Alienation Scale,” and the fifth part included the “Trust in Teacher Scale.” The study data were analyzed by structural equation modeling. In the research, ten hypotheses were developed for the test model based on the theoretical knowledge and for the three models developed as an alternative to the first model. Conducted analyses demonstrated that eight hypotheses were accepted and two were rejected. As a result of the analysis of the model created in the current study using the structural equation model, it was determined that trust in teacher, attitudes towards the school, alienation of the school and school burnout variables directly or indirectly predicted the academic achievement of the students. Trust in the teacher, attitudes towards the school, alienation from the school, and school burnout variables explained 12% of the variance in academic achievement together.