Revisiting the concept of institutional trust and its relevance for teacher well-being: Evidence from Peru

Dante Junior Solano Silva

Producción científica: Capítulo del libro/informe/acta de congresoCapítulo de librorevisión exhaustiva

Resumen

The chapter introduces the concept of institutional trust and its relevance for the subjective well-being of public-school teachers in Peru. Previous research has focused on trust among school members and their potential benefits for teachers' well-being at workplace. However, it is necessary to study teachers' trust towards the institutions that govern educational policies and their consequences on other aspects of their well-being. To address these gaps, data from the National Teachers Survey of Peru collected in 2016 and 2018 (N = 15,796) is used to study teachers' institutional trust. Factor analysis suggests these perceptions are configured in two dimensions: trust towards governance institutions and towards external organizations that promote teachers' rights. Regression models suggest that institutional trust is positive related to life satisfaction, self-esteem, job satisfaction at school, satisfaction with colleagues and principals. This research expands the current literature of trust on education in the Americas and developing contexts.
Idioma originalInglés
Título de la publicación alojadaHispanic scholar perspectives on education and wellbeing
EditoresAngello Villarreal
Páginas1-20
ISBN (versión digital)9798369376904
DOI
EstadoPublicada - 2025
Publicado de forma externa

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