Organizational Control Strategies and the Emergence of Trust

Abstract

The purpose of this study was to examine the relutionsliip of the control structure in selected public educational systems as perceived by teachers and the expressed willingness of teachers to adopt trusting attitudes. This relationship was examined by testing for the independence of the two variables using the chi square statistic. In this study, control structure was defined in two ways: first, as the perceived structure of decision‐making and second, as the perceived influence or control which teachers feel they exert over daily activities. Trust was defined as the mutual expectations and predictability persons have toward one another as they are developed through the social exchange process. The findings revealed that (I) perceived participation in decision‐making and trust were not independent; (IT) perceived control of influence over daily activities was independent of the willingness of teachers to adopt trusting attitudes; and (III) background variables did not affect the independence of the relationship between either perceived participation or perceived control and trust.

Citation

BELASCO, J.A. (1972), "Organizational Control Strategies and the Emergence of Trust", Journal of Educational Administration, Vol. 10 No. 1, pp. 34-45. https://doi.org/10.1108/eb009670