School culture as predictor of teachers’ attitudes towards professional development: mediating role of organizational trust

Ergin Kocatürk, Hatice
Behaviors and attitudes of individuals cannot be thought separately from their groups or organizations. Each group or organization has a distinctive group culture which predicts values, norms, aims, attitudes and behaviors of group members. Within this respect, schools like any other organizations have cultures that stand for the organizational identity. The main purpose of this study is to investigate whether school culture predicts teachers’ professional development attitudes and whether teachers’ trust in their educational organization they are currently working at mediates this relationship. The study was conducted with randomly chosen 664 teachers working at state schools in İstanbul. Within this respect, participants were asked to complete School Culture Inventory, Organizational Trust Scale and Teachers’ Professional Development Attitudes Scale. To analyze the data, SPSS 22.0 and AMOS 18.0 statistical software programs were used. Findings of the study revealed that school culture that teachers perceive predicts their attitudes towards professional development significantly and their trust in their organization mediates this prediction partially. Also, five factors of School Culture Inventory, Teachers Collaboration, Collegial Support, Learning Partnership, Professional Development and Unity of Purpose, has indirect relationships with professional development attitudes of participants through factors of Organizational Trust, Trust in Principal, Trust in Colleagues, Trust in Stakeholders. 


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Citation Formats
H. Ergin Kocatürk, “School culture as predictor of teachers’ attitudes towards professional development: mediating role of organizational trust,” M.S. - Master of Science, Middle East Technical University, 2016.