A study on the role of culture of trust on Tehran elementary school teacher's performance

The aim of this study was to investigate the relationship between the culture of trust and Tehran elementary school teachers’ performance. The research population included all Tehran elementary school teachers and the research sample consisted of 150 teachers who were selected through multistage random sampling method. The research tools were Hoy and Tschannen Moran school board trust questionnaire and Iranian education system’s performance assessment questionnaire which measure collective perception of school board trust in schools, principals, colleagues and clients. Findings indicated a positive and significant relationship between school board trust and teachers’ performance. Teachers’ trust in principal have the highest relationship with their performance (r =0.63). Also, trust in colleagues is related to teacher performance (r=0.51) and trust in clients is moderately related to teacher performance. There was a positive and significant relationship between culture of trust and teachers’ performance (r = 0.56). The results of regression analysis showed that with the simultaneous entrance of trust culture and its micro scales and elements, around 0.42 percent of changes, related to teacher individual performance can be determined using these factors. Moreover, trust in principal was the strongest predictor of teacher performance (β=0.45, p<0.01). The impact of lack of trust must be recognized by principals and teachers, as culture of trust has a significant role on performance of school board.