An Analysis of Trust Issues between Teaching Faculty and Class-IV Employees

Abstract

Trust among Class IV faculty members plays an important role in the effective functioning of educational institutions. Class IV employees, including laborers, janitors, and support staff, make significant contributions to day-to-day administrative and academic activities. However, issues related to trust can negatively impact faculty satisfaction, working relationships, task delegation, and overall institutional effectiveness. This study examines the impact of trust issues on teachers' professional interaction with fourth grade staff in educational institutions. A quantitative research design was used, and data were collected from 46 teachers using a structured questionnaire based on a 5-point Likert scale. Statistical analyzes including descriptive statistics and Pearson correlation analysis were performed using SPSS. Results indicate that trust issues are negatively related to faculty satisfaction, faculty-staff relationships, task performance, and willingness to share responsibility. In contrast, trust issues show a positive relationship with perceptions of financial extortion. This study highlights the importance of interpersonal relationships in educational institutions and trust-building mechanisms to improve institutional effectiveness. The findings of this study provide empirical evidence relevant to educational governance, organizational trust, and institutional policy development, especially in developing country contexts.