The Relationship Between Organizational Trust and Teacher Autonomy: The Mediating Role of Self-Efficacy Beliefs

Abstract

Increasing numbers of studies have concentrated on teacher autonomy which is considered a crucial component in the work of teachers. This study explores the mediating role of teachers' self-efficacy beliefs in the relationship between organizational trust and teacher autonomy. Data were drawn from 326 teachers working in a southwest city of Türkiye. The study utilized structural equation modeling to investigate the relationships between organizational trust, self-efficacy beliefs, and the dimensions of teacher autonomy. The results revealed positive links between organizational trust, self-efficacy beliefs, and each dimension of teacher autonomy. The results also revealed that self-efficacy beliefs significantly mediate the relationship between organizational trust and curriculum autonomy, teaching autonomy, communicative autonomy, and professional development autonomy. In addition, organizational trust was found to play an indirect but crucial role with both teaching autonomy and curriculum autonomy. The findings emphasize the importance of creating an environment characterized by trust in schools and addressing teachers' self-efficacy beliefs in an effort to support teacher autonomy. Practical implications and potential directions for further research are discussed aligned with the results of the study.