Investigation of the Levels of Trust in Their Teachers of Pre-Adolescent Children

Abstract

The feeling of trust is of fundamental importance for the teacher-child relationship, which has an important place in the school lives of pre-adolescent children, and trust in the teacher contributes significantly to the development of the child. Therefore, this study aimed to examine the trust that pre-adolescent children have in their teachers. The research was planned according to the survey model, one of the quantitative research methods, and simple random sampling was used among the sampling methods. The research was conducted in the spring semester of the 2022-2023 academic year with 549 children who were in the 6th, 7th, and 8th grades and agreed to participate in the study. “Demographic Information Form” and “Teacher Trust Scale” were used to collect data. Since the data showed normal distribution, one-way analysis of variance (ANOVA), post-hoc t-test, and Tukey HSD were used to analyze the data. According to the results of the research, girls have less trust in their teachers, the level of trust in teachers does not change depending on the type of school, children's trust in their teachers increases as the quality of their relationships with their parents, teachers, and classmates improves, and those who do not have any social media accounts or who have social media spend less than one hour a day. It is seen that children who spend time on social media have higher trust in teachers than children who spend more time a day on social media.

Keywords

• Pre-adolescence
• Middle school
• Teacher and child relationship
• Trust in teachers

Ön Ergenlik Dönemindeki Çocukların Öğretmenlerine Duydukları Güvenin İncelenmesi

Abstract

Ön ergenlik dönemindeki çocukların okul yaşantılarında önemli yere sahip olan öğretmen-çocuk ilişkisi için güven duygusu temel bir öneme sahiptir ve öğretmene duyulan güven çocuğun gelişimine önemli katkılar sağlamaktadır. Bu nedenle bu araştırmada ön ergenlik dönemindeki çocukların öğretmenlerine duydukları güven düzeylerini açıklayan etmenlerin incelenmesi amaçlanmıştır. Araştırma, nicel araştırma yöntemlerinden tarama modeline göre planlanmış olup örnekleme yöntemlerinden basit seçkisiz örnekleme kullanılmıştır. Araştırma 2022-2023 eğitim-öğretim yılı bahar döneminde 6., 7. ve 8. sınıfa giden ve çalışmaya katılmayı kabul eden 549 çocuk ile gerçekleştirilmiştir. Veri toplamak için “Demografik Bilgi Formu” ve “Öğrenciler İçin Öğretmene Güven Ölçeği” kullanılmıştır. Veriler normal dağılım gösterdiği için verilerin analizinde tek yönlü varyans analizi (ANOVA), post-hoc t-testi ve Tukey HSD kullanılmıştır. Araştırma sonucuna göre kız çocuklarının öğretmenlerine daha az güven duydukları, okul türüne göre öğretmene duyulan güven düzeyinin değişmediği, çocukların ebeveynleri, öğretmenleri, sınıf arkadaşları olan ilişkilerinin niteliği iyileştikçe öğretmenlerine duydukları güvenin de arttığı, hiç sosyal medya hesabı olmayan veya sosyal medyası olup günde bir saatten az vakit geçiren çocukların, sosyal medyada günde daha fazla vakit geçiren çocuklara göre öğretmene duydukları güvenin daha yüksek olduğu görülmektedir.

Keywords

• Ön ergenlik dönemi
• Ortaokul
• Öğretmen ve çocuk ilişkisi
• Öğretmene duyulan güven

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