Relation between School Effectiveness and Trust in the Instructor Based on the Candidate Teachers’ Views

The purpose of this research is determining the relation between school effectiveness and trust in instructors on the basis of the opinions of the bachelor level students studying at Gazi University, Gazi Faculty of Education. The research has been conducted using the correlational survey model. The current situation has been detected and described on the basis of the candidate teachers’ opinions. The universe of the research consists of the students of Gazi University, Faculty of Education. Firstly 8 departments were determined using the cluster sampling method while selecting samples from this universe. 350 students were included in the sample using the element sampling method among the students of 2nd, 3rd and 4th grades studying in those departments selected. The Perceived School Effectiveness Index (PSEI) adapted to Turkish by Yıldırım (2015) from School Effectiveness Index (SE-Index) originally developed by Hoy (2004) and the scale of “Trust in Instructor” adapted to Turkish by Kale (2013) from “Student Trust in Faculty (STP-Scale)” scale developed by Forsyth et al. (2011) were used for collecting data in the research receiving permission from the researchers. According to the findings obtained in the research, the school effectiveness perception of the departments of Arabic Language Teaching, Social Sciences Teaching, English Language Teaching and Pre-School Teaching are “lower than the mean”, and the perception of the departments of German Language Teaching, Guidance and Psychological Consultancy, Turkish Language and Literature Teaching and Elementary School Teaching are “higher than the mean”. The level of trust in the instructors has been found to be at “Mean” level for all departments. Considering these results, one may say that both the school effectiveness and the trust in the instructor are at mean level. Meaningful difference was found between the perception of the departments on school effectiveness among the departments of Elementary School Teaching and English Language Teaching and Arabic Language Teaching. It is observed that there is meaningful difference between the departments of Elementary School Teaching and Pre-School Teaching in terms of trust in the instructors. Again according to the research results, there is mean, positive and meaningful relation between school effectiveness and trust in the instructor. It has been suggested that trust in the instructor is a meaningful predictor of school effectiveness. Certain shared findings were reached in the quantitative researches examined such as the finding that managerial, organizational and personal variables are correlated with school effectiveness.