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

Abstract

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.