Trust Me, Principal, or Burn Out! The Relationship Between Principals’ Burnout and Trust in Students and Parents
DOI:
https://doi.org/10.11575/ajer.v59i3.55725Keywords:
organizational trust, burnout, school principals, students, parents, confiance organisationnelle, épuisement professionnel, directeurs d’écoles, élèvesAbstract
The purpose of this study was to determine the primary school principals’ views on trust in students and parents and also, to explore the relationships between principals’ levels of professional burnout and their trust in students and parents. To this end, Principal Trust Survey and Friedman Principal Burnout scales were administered on 119 primary school principals (F=7, M=112) working in Malatya, a city located in the eastern part of Turkey. Research results revealed that principals’ views on trust in students differ significantly in terms of school size. It was revealed that principals working in small schools get the lowest scores from burnout scale, while principals working in big schools get the highest. It was also found that, contrary to the burnout, principals working in small schools get the highest scores from “trust in students” subscale, while principals working in big schools get the lowest. Results also showed that principal trust in parents and students variables altogether account for approximately 21% of the total variance in exhaustion, 22 % of the total variance in depersonalization, and 6% of the total variance in accomplishment.
L’objectif de cette étude était de connaitre la perception qu’ont les directeurs d’écoles primaires de la confiance en les élèves et les parents. L’étude visait également le rapport entre les niveaux d’épuisement professionnel des directeurs et la confiance de ceux-ci en les élèves et les parents. À 119 directeurs d’écoles primaires (F=7, M=112) travaillant à Malatya, une ville dans l’est de la Turquie, nous avons fait passer un sondage portant sur la confiance chez les directeurs (Principal Trust Survey) et avons administré les échelles d’épuisement professionnel de Friedman. Les résultats suggèrent que les perceptions des directeurs quant à la confiance en les élèves diffèrent de façon significative selon la taille de l’école. Les directeurs des plus petites écoles avaient les taux les plus bas d’épuisement professionnel alors que ceux des plus grandes écoles affichaient les taux les plus élevés. Contrairement aux taux d’épuisement, la confiance des directeurs envers les élèves était la plus élevée chez ceux des petites écoles et la plus basse chez ceux des grandes écoles. Les données ont également démontré que la confiance des directeurs en les parents et les élèves représentait 21% de la variance totale de l’épuisement, 22% de la variance totale de la dépersonnalisation et 6% de la variance totale du rendement.
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