PERCEIVED TRUST OF CUENCA NHS STUDENTS TO

THE INTERNAL STAKEHOLDERS OF SCHOOL

By:

Dacayo, Jericho

Pababero, Nino

Patulayin, Neil Aivan R.

Rosales, Ashley Jade B.

Roxas, Joyce Ashley Marie

Velina, Monica
 CHAPTER I

The Problem and Its Background

Introduction
According to Paul Thagard,"Trust is a belief in a probability that a person
will behave in certain ways".And also,when they're trusting someone,it means they think
that they are reliable,they have confidence and they feel safe with them physically and
emotionally. On the other hand,on school,students' trust to their internal stakeholders are
very important because trust is the reason why the students actively participate in class
and in the programs in school.
Ki Hajar Dewantoro(2010) stated that the importance of trust earned by
teachers in guiding students in their learning activities. The teachers,as the leader of the
class,needs to develop mutual trust between students and other teachers. Trust to
teachers is strongly required by students as a foundation in developing and expanding
their relationship and also social network. It is also the fundamental element in their
desire to pursue higher education,for it is only through a sense if trust that students will
embrace an empowering sense of freedom and pursuit the knowledge. The exercise of
this freedom requires a risk on behalf of students based on the trust of their teachers and
the learning experience that they provide. If students trust their teachers,they will be
more able to focus on the task at hand and to work and learn more effectively.
In Yogyakarta (2010),they completed an open-ended questionnaire
developed for this study for 291 high school students that asks how much they trust their
teachers and the reasons why they trust their teachers. The results indicated that 63% of
participants stated that they trusted their teachers. The main reason for trusting their
teachers are as follows; they are perceived as being similar to their parents,teachers'
ability in transferring knowledge and their abilities of guiding students.
We pursue this research because our trust to them were affected by
different factors.We are more interested in many things when we trust our schoolmates.
We always want to go to school because we trust our principal and other staffs in school.
And also,we are always willing to learn and listen to our teachers because we trust them.
But, we admit that sometimes we cannot. Because of that, we are curious if our fellow
schoolmates or other students has the same concept with us about our trust to the
internal stakeholders of our school.

Rationale
When the students are in school,they are surrounded by different people
that they may encounter everyday just like the other students, teachers, and the principal.
As they observe their attitudes toward them or the other internal stakeholders of school
and ethics everyday,they had known them more and trust may start building within
themselves. This trust that they may have for the others may affect them not only on their
performances in class but also their behaviour towards the internal stakeholders of the
school. Students' trust ma vary through their perceptions. There are many factors to
consider or that may affect the trust that the students may give them.
In order to know the factors that may affect the trust of the students of
Cuenca National High School to their internal stakeholders and how their perceived trust
will affect the students themselves,we conducted this research.
Significance of the Study
This study aims to know the factors that may affect the trust of the students.
As the researchers continue to pursue this study, they would know what they'll need to
do to strengthen the trust of the students to their internal stakeholders. The benefits that
may come from this study will not be only for the students but also for the other internal
stakeholders of the school. The relationship between the students and the internal
stakeholders will be stronger and better.
Research Questions
This study attempted to identify the factors that my affect the trust of the
students of Cuenca NS from Grade 7 to Grade 10 to their internal stakeholders.
Specifically,it seeks answers to the following questions:
1.) What is the demographic profile of the respondents in terms of:
a. Age?
b. Grade Level?
c. Sex?
2.) To what extent do the following factors affect the students' trust to their:
a. fellow students?
b. teachers?
c. principal?
3. )Is there any relationship between the demographic profile to their trust?
4.)What output or action plan may be proposed based on the results to strengthen more
the trust of the students to their internal stakeholders?

Definition of Terms

Perceive means to become aware or conscious of (something); come to

realize or understand.

Trust it is the confidence placed in a person by making that person the

nominal owner of property to be held or used for the benefit of one or more others.

Internal is the inner parts or features or the situation on the inside.

School is an institution for educating children.

Perceived trust is the level of trust that a person has in another entity to
perform expected activities without taking advantage.

Internal stakeholders are the primarily employees. Owners and managers

are directly involved in the operations and strategy of the organization.

Internal stakeholders in school are those who work within the school system
on a daily basis and who largely control what goes on there. They include school
teachers, students and principal.
 CHAPTER II

Review of the Related Literature and Studies

Teachers also play a significant role in their leadership to facilitate the

child to build relationships with dominant parties, work together with others, and acquire
competence (Berns, 2007). Gregory and Ripski (2008) in their study on “students trust to
teacher” have found out that teachers may earn the trust and cooperation of students if
they use relationship building to prevent discipline problems. While Lee (2007) revealed
that the trust relationship between student and teacher played an important role as a key
predictor of adolescents’ school adjustment, academic motivation and performance.
Demands so that teachers acquire roles as leaders to the children in aspects of forming
behavior, providing guidance, and supervising were also expressed by Ki Hajar
Dewantara (1935). Processes of establishing trust will expand in line with the
development of social relationship within his/her environment.

The aspects of the teacher’s ability also become a reason why students
trust their teachers. A number of the following responses were mentioned: “I trust the
teachers and because teachers give us knowledge in school”, “Because they have given
me meaningful knowledge”. “Because the teachers’ intentions are solely to give
knowledge to me and my friends”. Teachers function to facilitate the students in
achieving a particular competence (Berns, 2007).

Ennis and McCauley (2002) and Durnford (2010) focused on the topic of
trust and the relationship between teachers and students from the teacher’s perception.
Their research findings stated that when relational trust is high from the teacher’s
perception, teacher-student relationships improve. Williams and Baber (2007), Hofman,
Hofman, and Guldemond (2002), Deasy (2000), and Kochanek (2005) examined the
relationship of trust between cultural reciprocity and parent-professional collaboration
and student outcomes. Their findings concluded that when a high level of relational trust
exists, reciprocity between school constituents, collaboration and student achievement
levels increase.

Byrk and Schneider (2004) and Tsachannen Moran (2004) stated that
relational trust was viewed as a bonding agent between school members that is
necessary to encourage educational support, students access, change and reform.
School constituents maintained that trusting relationships take time to evolve. Teachers
and students experienced varying degrees of trust. When any degree of trust was
present, researchers stated that trust flourished and impacted student outcomes.

Tsachannen Moran (2004) and Kochanek (2005) argued that trust in

school settings has not been widely studied. They further suggested that trust has been
studied more the teacher, parent and students.

Teachers and students spend together a minimum of 180 days per year in
schools. At least six hours a day, teachers and students shared teaching and learning
experiences, especially in elementary school settings where most hours are spent
developing, bonding and cultivating relationships between teachers and students (Byrk &
Schneider,2004) and according to them, when relational trust is broken, dysfunctional
behaviors occur.. Sandel (2009) argued that educators need to use their moral compass
in order to cultivate relational trust with students. He further argued, while cultivating trust,
teachers need to consider other factors such as the student’s culture, race, ethnicity,
intellectual potential, gender preference, religion, socio-economic and environmental
status in order to improve student performance. Therefore, it is important for teachers to
compensate for attitudinal biases to develop trusting relationship with students in order to
improve student outcomes (Johnson,2012)

As teacher- student relationships formed, a relational learning

atmosphere was created and both teachers and students respondents to that relational
tone set in their classroom. The first relationships formed were at home. As children
develop, they learned to transfer their family trust relationships to other adults and peers
at school. Schools have represented at place where social capital created social ties
between teachers and students to develop trusting relationships (Putnam,2000).
 CHAPTER III

Research Methodology

Research Design
This study used a descriptive quantitative design of research. This enabled
the researcher to describe and measure the perceptions of the respondents toward their
trust to their internal stakeholders.
Population and Sampling
Random stratified sampling was use in this study.The respondents of the
research were the students of Cuenca National High School from Grade 7 to Grade
10.The 216 respondents were chosen randomly from 4 grade levels and 21 sections
each of which was represented equally.
Instrumentation
In order to get the needed respondents and the results of the study,different
formulas were used.

1. Slovin's Formula
This formula is used to calculate the sample size given the population size
and a margin of error. It's a random sampling technique formula to estimate sampling
size.

It is computed as n=N/(1+Ne²),whereas :

n= no. of samples
N= total population
e= error margin/margin of error

In order to get the sample size that the researchers needed,slovin's formula wad used.

N=479 e=0.05

n=479/[1+(479×0.0025)]
n=272

272 was the computed sample size,but we only have 216 respondents because not all
the questionnaires are retrieved.

2. Spearman Rank Correlation

It is a non parametric measure of rank correlation. It assesses how well the
relationship between two variables can be described using a monotonic function. This
tool was used to find the significant relationship between the demographic profile of the
216 respondents to their assessed perceived trust.
Data Gathering Procedure
The researcher conducted a survey to the students of Cuenca National
High School from Grade 7 to Grade 10 aiming to gather their perceptions toward their
trust to the internal stakeholders of the school. It started on June 2019 and was
accomplished on March the next year.
This research used a two part questionnaire as instrument for data
gathering and was answered individually by the respondents. The first part acquired the
demographic profile of the students-respondents. Part II of the survey was subdivided
into two more parts. The first focused on the trust of the students-respondents to their
fellow students, teachers and principal. The last part asked for the effects of the
perceived trust of the students to the students themselves.
Upon retrieval of the questionnaires, the results were tallied, statistically
treated, interpreted and analyzed.
Finally, conclusions and recommendations were drawn based on the
findings of the study.
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the analysis and interpretation of the

gathered data from the questionnaires answered by the respondents. The
said presentation is in accordance with the specific question posited on
the statement of the problem.

1. PERCEIVED TRUST OF CUENCA NHS STUDENTS TO THE

INTERNAL STAKEHOLDERS OF SCHOOL.

Table 1-4 show the perceived trust of Cuenca NHS students to the internal stakeholders
of school.

TABLE 1

Perceived Trust of Cuenca NHS Students to their Fellow Students

INDICATOR WM VI RANK

A. I trust my Fellow STUDENTS

1. that they are following the rules and regulations of the school. 3.30 SA 2nd

2. because they show respect for the other students,faculty members, and staffs. 2.26 DA 10th

3. because they don’t have any bad records. 2.97 A 8th

4. because they are dressed neatly. 2.94 A 9th

5. that they encourage other students to prioritize their studies.. 3.12 A 7th

6. because they are being a good example for me and for other students. 3.21 A 4th

7. that they are actively participating in every school program. 3.15 A 5th

8. because they are friendly and approachable. 3.31 SA 1st

9. because they show concerns for me. 3.13 A 6th

10. because they are able to develop good relationship with the students,faculty 3.26 SA 3rd
members and staffs.

COMPOSITE MEAN 3.17 A

Legend: WM- Weighted Mean SA-Strongly Agree

VI-Verbally Interpretation A-Agree DA-Disagree

 As seen in the table, most of the indicators were adjectively rated by the
respondents to their fellow students as “strongly agree”. Ranked 1st were on “I trust my
fellow students because they are friendly and approachable” with weighted mean of 3.31,
the highest followed by “I trust my fellow students because they are following the rules
and regulations of the school” with a weighted mean of 3.30 interpreted as “strongly
agree”. The least were on “I trust my fellow students because they show respect for the
other students, faculty members and staffs” having a weighted mean of 2.26, interpreted
as “disagree” and rank of 10.

The composite means were 3.17 for the trust of respondents to their fellow
students and verbally interpreted as “always”. It means that the fellow students of
respondents are friendly and approachable. But some respondents did not agree that
their fellow students shows a respect for the others students, faculty members, and staff.

TABLE 2

Perceived Trust of Cuenca NHS Students to their Teachers

INDICATOR WM VI RANK

B. I trust my Teachers…

1. because they have mastery on what they teach. 3.45 SA 7th

2. because they are licensed professional teachers. 3.46 SA 3rd

3. because they don’t use profanities. 3.30 SA 10th

4. because they use different ways of teaching so that the lesson will be easier 3.42 SA 5.5
to understand.

5. because they are good on communication skills. 3.42 SA 5.5

6. Because they look presentable. 3.41 SA 8th

7. because they help improve every student’s skills and talents. 3.51 SA 1.5

8. because they care for their students. 3.51 SA 1.5

9. because they correct the wrong doings of their students. 3.44 SA 4th

10. that they can create a good relationship toward their students. 3.39 SA 9th

COMPOSITE MEAN 3.43 SA

Legend: WM-Weighted Mean SA-Strongly Agree

VI-Verbally Interpretation
 All the indicators were verbally interpreted as “strongly agree”. Ranked 1.5th
were on “I trust my teachers because they help improve every student’s skills and
talents” and “I trust my teachers because they care for their students” with equal
weighted means of 3.51. While the least were on “I trust my teachers because they don’t
use profanities” with a weighted mean of 3.30 and rank of 10.

The composite means were 3.43 and verbally interpreted as “strongly agree”.
These imply that their teachers help to improve every student’s skills and talents and
their teachers cares for them. Even if the indicator no.3 were on the last rank but still, the
respondents strongly agree that they trust their teachers because they don’t use
profanities.

TABLE 3

Perceived Trust of Cuenca NHS Students to our Principal

INDICATOR WM VI RANK

C. I trust our Principal…

1. because she always checks the safety of students. 3.60 SA 1st

2. because she passed the test for becoming a principal. 3.35 SA 6.5

3. that she can improve the quality of education in school. 3.42 SA 3rd

4. because she prioritizes the sake of the faculty and staffs. 3.31 SA 10th

5. because she’s reminding the students to be good as always 3.45 SA 4th

6. because she inspires the students through her reminders every flag 3.41 SA 6.5
ceremonies.

7. because she shows dedication on her profession. 3.41 SA 8.5

8. because she is able to develop good relationship with the faculty 3.41 SA 8.5
members,students and staffs.

9.because she disciplined the students in every good way she can. 3.47 SA 2nd

10.because she helps on nurturing every students skills and talents. 3.36 SA 5th

COMPOSITE MEAN 3.42 A

Legend: WM-Weighted Mean SA-Strongly Agree

VI-Verbally Interpretation A-Agree

 As we can see, most of indicators were interpreted as “strongly agree”. The
rank 1 were on “I trust our principal because she always checks the safety of students”
st

which has a weighted mean of 3.6. The 10th rank(least) were on “I trust our principal
because she prioritizes the sake of the faculty and staffs.” with a weighted mean of 2.31.

The composite means were 3.08 and verbally interpreted as “always”. It

means that our principal always checks the safety of students and even if the indicator
no.4 were on the last rank but still the students strongly agree that they trust our principal
because she prioritizes the sake of the faculty and staffs.

TABLE 4

Perceived Trust of Cuenca NHS Students to the Internal Stakeholders and It

Effects

D. because I trust my fellow STUDENTS,TEACHERS AND PRINCIPAL WM VI Rank

1.I participate actively to the class. 3.42 SA 1st

2.I want to attend to school activities such as flag ceremony. 3.38 SA 2nd

3.I arrive early at the school. 3.24 A 6th

4.I am comfortable to open up my problems to anyone in schools. 2.93 A 10th

5.I feel secured in school. 3.18 A 7.5

6.I feel safe whenever I’m in school 3.25 A 5th

7.I don’t get involved in any fights/problems in school. 3.18 A 7.5

8.I am not afraid to talk/approach anyone in school. 3.06 A 9th

9.I am encouraged to prioritize my studies 3.29 SA 4th

10.My parents trust them too. 3.35 SA 3rd

COMPOSITE MEAN 3.23 A

Legend: WM-Weighted Mean SA-Strongly Agree

VI-Verbal Interpretation A-Agree

Ranked 1st were on “ because I trust my fellow students, teachers and

principal, I participate actively to the class” with weighted mean of 3.42 and verbally
interpreted as “strongly agree” followed by “because I trust my fellow students,
teachers and principal, I want to attend to school activities such as flag ceremonies” with
weighted mean of 3.38. On 10th Rank, “because I trust my fellow students, teachers and
principal, I am comfortable to open up my problems to anyone in schools” that has a
weighted mean of 2.93 and verbally interpreted as “agree”.

The composite means were 3.23 and verbally interpreted as “always”.

These imply that most students agreed that because they trust their fellow students,
teachers, and principal, it has effects on them such as the following questions on the
table 4.

The results from table 1-3, Students mostly trust their teachers than the
other stakeholders of the school with the composite mean of 3.43 and verbally
interpreted as strongly agree and students trust their fellow students the least with the
composite mean of 3.17 and verbally interpreted as agree. While the effects of the trust
of the respondents to themselves had a composite average of 3.23 and verbally
interpreted as agree.
 CHAPTER V

Summary of Findings
The study revealed that the perceived trust of the students of CNHS ranges
from strongly disagree to strongly agree when assessed through a survey. However, the
study found out that students perceived trust affect the students in a positive manner.
Students mostly trust their teachers than the other stakeholders of the
school with the composite mean of 3.43 and verbally interpreted as strongly agree.
Students trust their fellow students the least with the composite mean of
3.17 and verbally interpreted as agree.
While the effects of the trust of the respondents to themselves had a
composite average of 3.23 and verbally interpreted as agree.
Conclusion
The dissertation’s topic is trust and student performance. Building trust
within schools takes time, effort, and leadership. Trust helps schools succeed by driving
their mission toward being productive and becoming learning communities. Conversely,
Byrk and Schneider (2004) state that when relational trust is broken, dysfunctional
behaviors occur. Trust makes a difference because it improves communication,
organization, teacher leadership behaviors and student outcomes. Culture and
relationships are embraced by moral imperatives surrounded by a strong work ethic,
honesty, integrity, competence, reliability and sense of caring for others. Trust influences
our school community’s relationships, roles, culture, and outcomes. The concern about
school community trust and the need for positive student–teacher relationships to
enhance student achievement outcomes is of concern to the success of most public
school districts today. So to sum it up, trust has a huge impact to a student in terms of
academic performances.
Recommendations
The study focused at the trust of the students to the internal stakeholders of
the school. And, in order to strengthen the trust of the respondents, the researchers
suggests the following activities which may help to build the trust of the students:
• Quizzes.
• Acquaintance Party.
• Gathering during holidays such as Halloween, Easter, Christmas etc.