Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education
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Resumo
This study aimed to validate the Greek version of the school climate-trust (SC-T) omnibus scale and examine its effect on mathematics teaching efficacy among preschool teachers in both typical and special education settings. The sample included 621 early childhood Greek teachers. For this purpose, we implemented exploratory and confirmatory factor analyses and built evidence for the acceptance of the three-factor model, assessing trust in principals, colleagues, and clients (parents and students). Measurement invariance across typical and special education teachers was also supported. Structural equation modeling revealed that a trustful school climate significantly predicts teachers’ efficacy beliefs regarding mathematics instruction. Results were consistent across both educational contexts, with slightly stronger effects observed in special education. The findings underscore the central role of relational trust in enhancing teacher confidence, particularly in inclusive mathematics education. The study contributes to the field by validating a culturally adapted SC-T scale and highlighting trust as a foundational element of effective teaching practices. Implications suggest that cultivating trust within educational communities can enhance both teaching efficacy and early numeracy outcomes, especially for learners at-risk or with disabilities. The results advocate for embedding trust-building strategies in teacher training and school leadership policies to foster inclusive, high-quality early mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics and Science Teacher, v. 5, n. 4, p. em090
- Editora
- Modestum Limited
- Ano
- 2025 (2025-09-10)
- Idioma
- en
- Palavras-chave
- teacher self-efficacy; mathematics teaching efficacy; preschool teachers; early childhood education; special education; measurement invariance; trust in principal; trust in colleagues; early numeracy; inclusive mathematics education; Greek adaptation; scale validation
- Temas
- Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.29333/mathsciteacher/16901
- ISSN
- 2752-6054
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CHARITAKI, Garyfalia et al.. Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education. Journal of Mathematics and Science Teacher, v. 5, n. 4, p. em090, 2025. DOI: https://doi.org/10.29333/mathsciteacher/16901.
APA
Charitaki, G., Vretudaki, H., Kypriotaki, M., & Alevriadou, A. (2025). Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education. Journal of Mathematics and Science Teacher, 5(4), em090. https://doi.org/10.29333/mathsciteacher/16901
BibTeX
@article{charitaki2025,
author = {Charitaki, Garyfalia and Vretudaki, Helen and Kypriotaki, Maria and Alevriadou, Anastasia},
title = {Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education},
year = {2025},
journal = {Journal of Mathematics and Science Teacher},
volume = {5},
number = {4},
pages = {em090},
publisher = {Modestum Limited},
doi = {10.29333/mathsciteacher/16901},
language = {en}
}RIS
TY - JOUR AU - Charitaki, Garyfalia AU - Vretudaki, Helen AU - Kypriotaki, Maria AU - Alevriadou, Anastasia TI - Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education PY - 2025 JO - Journal of Mathematics and Science Teacher VL - 5 IS - 4 SP - em090 DO - 10.29333/mathsciteacher/16901 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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