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2025 - Volume 9 - Number 1

Measuring and Understanding Trust: A Journey Through Qualitative and Quantitative Methods

Epameinondas Panagopoulos * ORCID: 0000-0002-1576-5300
University of Patras, School of Humanities and Social Sciences, Patras, GREECE

Ioannis Kamarianos * ORCID: 0000-0002-9635-3737
University of Ioannina, School of Humanities and Social Sciences, Ioannina, GREECE

Open Journal for Educational Research, 2025, 9(1), 1-6 * https://doi.org/10.32591/coas.ojer.0901.01001p
Received: 26 November 2024 ▪ Revised: 27 April 2025 ▪ Accepted: 1 July 2025

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
This paper emphasizes the divergences in quantitative and qualitative methodological approaches when exploring trust relationships in school units. We focus on how participants responded and how the results were interpreted. This study, based on such design, questionnaires, and semi-structured interviews to understand trust among teachers and headteachers. Quantitative and qualitative methods have different approaches to study trust relationships in school units, with advantages and limitations. In a quantitative methodology, numerical data are collected by structured tools, such as closed-ended questionnaires. It enables researchers to process extensive data and provide statistically significant results and generalizable trends. The quantitative method helps grasp the overall picture, gives a glimpse of trust in the school environment, and provides the opportunity to compare schools and groups. However, through the questionnaire might be unable to highlight the deep-seated causes and the subtle interactions influencing trust. Otherwise, qualitative methodology underlines an in-depth understanding of phenomena through personal interviews. It gives rich, detailed information on how and why trust relationships develop among members of school communities. Researchers can uncover perceptions, beliefs, and experiences that shape trust. However, it is usually constrained by subjectivism and an inability to generalize findings to larger populations. Combining both approaches will yield a better framework for studying trust relationships within school units. Consequently, this allows the researchers to make more accurate and nuanced conclusions by linking quantitative trends to qualitative narratives.

KEY WORDS: quantitative analysis, qualitative analysis, trust.

CORRESPONDING AUTHOR:
Epameinondas Panagopoulos, University of Patras, School of Humanities and Social Sciences, Patras, GREECE.

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