Trust among Teachers and Educational Counsellors in the Arab Education System

Autor/inn/en	Arar, Khalid; Masry-Harzallah, Asmahan
Titel	Trust among Teachers and Educational Counsellors in the Arab Education System
Quelle	In: International Journal of Leadership in Education, 22 (2019) 4, S.456-468 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1481534
Schlagwörter	Trust (Psychology); Arabs; School Counselors; Counselor Teacher Cooperation; Teacher Attitudes; Counselor Attitudes; Foreign Countries; School Culture; Professional Autonomy; Teacher Leadership; Teamwork; Special Schools; Participative Decision Making; Principals; Teacher Administrator Relationship; Junior High School Teachers; Elementary School Teachers; Collegiality; Israel + Suchen Sie Ihr Suchwort? Arab; Araber; School counselor; Beratungslehrer; Pädagogischer Berater; Lehrerverhalten; Ausland; Schulkultur; Schulleben; Berufsfreiheit; Lehrerfunktionsstelle; Special school; Sonderschule; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kollegialität
Abstract	This research investigated the perceptions of trust expressed by teachers and educational counsellors in the Arab education system in Israel, and aimed to answer the following questions: (1) How do the teachers and counsellors perceive the concept of 'trust in schools'? (2) How is trust expressed in practice in the school? (3) Which factors are seen as assisting the formation of trust, or inhibiting the development of trust in school? To answer these questions, we interviewed five female educational counsellors and twenty teachers (ten men and ten women) from different schools in the Arab education system. The research revealed four foundations for the creation of trust in the schools: substantive autonomy that helps to foster teachers' leadership; the school decision-making mechanism; an organizational culture that promotes egalitarian and just team work; and expression of gratitude and admiration. The paper concludes with implications for trust building in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01