Collective trust, multidimensional teacher collaboration, and school improvement capacity: Structural pathways in a centralised system
School Effectiveness and School Improvement, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/09243453.2026.2730228
- Dergi Adı: School Effectiveness and School Improvement
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: cluster-robust standard errors, Türkiye, Dynamic Model of Educational Effectiveness, relational trust, Social Capital Theory
- Hacettepe Üniversitesi Adresli: Evet
Özet
Building school capacity for improvement under constrained autonomy is under-examined in effectiveness research, particularly in centralised systems. This study examines how collective trust is associated with teachers’ appraisals of school improvement capacity, both directly and indirectly through collaboration sub-dimensions, using social capital theory and the Dynamic Model of Educational Effectiveness. Data from 1,112 teachers in 36 schools were analysed using structural equation modelling with cluster-robust standard errors. Collective trust showed a substantial direct association with improvement-capacity appraisals (c′ =.57) and an indirect association through collaboration (total indirect =.21); professional-coordination carried the largest pathways (β =.08,.07). School-aggregated appraisals converged with an external achievement indicator (r =.42). Findings suggest that collective trust and collaboration function as relational preconditions for school-level improvement processes where formal autonomy is constrained.