Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: * The Grounds and Cons

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1 Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: * The Grounds and Consequences of the Elementary School Teachers' Trust Formation on Peers Purpose: The purpose of this study was to explore the opportunities, grounds and, consequence of elementary school teachers' trust formation or hinderance in their peer. Method: In order to accomplish this, the data was gathered through the interviews with ten elementary school teachers. Theses data were analyzed the content analysis method and it can be summed up as follows. Results: For the formation and the development of trust in peer, teachers require the opportunities of interaction at work and certain period of time working together in the same school. Moreover trust in peers results from both the trust toward educational activities and humanities of their colleagues. Once teachers assure themselves of their trust in peers, they would share their personal lives with other teachers, manage their work efficiently and could improve their school life. However, there is some hinderance in trust formation process such as one's selfishness, discordance between words and actions, too much divulgence and negligence on colleagues' willingness to educational improvement. The lack of trust among peers can cause one's unnecessary energy loss and extra stress from troubles in school life. Conclusion: On the basis of these findings, we can understand that the formation of trust in peers is influenced by direct and indirect factors. Also, the result can contribute to building more reliable relationships with peer teachers through the understanding of the multiple factors of cognitive, affective and behavioral aspect behind the trust formation process. Key words: trust, elementary school teacher, peer trust, trust in school, formation process of trust * (2 ). Corresponding Author: Choi, Ryu-Mi. Pusan National University, Dept. of Education, Busandaehakro, Jangjeondong, Busan, Korea. crm0718@naver.com

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18 Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation. Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School leadership, 9, Krippendorff, K. (2004). Content analysis: An introduction to its methodology. CA: Sage Publications. Lewicki, R. J., McAllister, D. J., & Bies, R. J. (1998). Trust and distrust: New relationships and realities. Academy of management Review, 23(3), Lewis, J. D., & Weigert, A. (1985). Trust as a social reality. Social forces, 63(4), Lortie, D. (1975). School Teacher: A Sociological Study. (1993). :. Uslaner, E. M. (2002). The moral foundations of trust. Cambridge University Press. : / : / :

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Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: An Exploratory Stud

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