Validation of a theoretical model for school climate-trust and assessment of its effect on mathematics teaching efficacy in preschool education

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.