探索中小學教師工作中的信任問題：信任認知與修復之道

Exploring the trust issues in the work of teachers below high school: Trust perception and repair methods

本研究從教師的角度探討其如何認知信任的相關議題，同時瞭解他們學校中同儕信任對其工作產生的影響，以及對修復信任與校長在修復歷程可扮演角色的看法。研究者採用質性研究中的集體案例研究法進行闡述，以便利取樣選定十位研究參與者，並透過半結構式深度訪談蒐集資料。研究結果發現，十位參與者認為信任是一種期待，一種影響，一種指導方針，一種生活依賴，其重要性也普受參與者接受。多數參與者傾向於信任其同儕。與信任同儕做事時，交流頻繁；與不信任的同儕做事時，則是獨善其身。對於信任修復，多數參與者並不看好。不過十位教師仍對校長營造信任氛圍寄予厚望，提出「五不六要」的可行作法。

This study explores how teachers perceive trust-related issues from the perspective of teachers, and at the same time understands the impact of peer trust in their schools on their work, as well as their views on restoration of trust and the role of principals in the restoration process. The researcher uses the collective case study method in qualitative research to explain it to facilitate sampling and selecting ten research participants, and collect data through semi-structured in-depth interviews. The results of the study found that ten participants believed that trust is an expectation, an influence, a guideline, and a life dependence, and its importance is generally accepted by the participants. Most participants tend to trust their peers. When doing things with trusted peers, they communicate frequently; when doing things with distrusted peers, they are independent. For trust repair, most participants are not optimistic. However, ten teachers still have high hopes for the principal to create an atmosphere of trust, and put forward the feasible method of 'five don’ts six needs '.