The Role of Principals' Trust-Building in Improving School Organizational Climate and Teachers' Performance

Abstract

The main objective of this research was to explain the role of principals' trust-building in improving school organizational climate and teachers' performance. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all elementary school teachers in Qorveh during the academic year 1403-1404. Using the Krejcie and Morgan table and simple random sampling method, 100 individuals were selected as the sample. To collect data, three standard questionnaires were used: the Trust-Building Questionnaire by Gabarro and Canter (1992), the Organizational Climate Questionnaire by Hallinger and Murphy (1985), and the Teachers' Performance Questionnaire by Patterson (1983). The validity and reliability of the instruments were confirmed. For data analysis, SPSS software was utilized along with descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and multiple regression). The research findings showed that there is a positive and significant relationship between principals' trust-building and organizational climate, between organizational climate and teachers' performance, and between principals' trust-building and teachers' performance. The results of regression analysis also indicated that principals' trust-building and organizational climate can predict teachers' performance. Finally, it can be concluded that by focusing on trust-building, principals can create a favorable organizational climate and thereby enhance teachers' performance.