the Role of Organizational Trust, Collaboration among Teachers, and Participatory Decision Making in Teaching Activities with Mediation Role of Teachers' Self-Efficacy

The teaching activity today is more than the mere transfer of knowledge and teaching is the center of any curriculum and is considered at all levels of education; therefore, effective teaching has always been a vital element of learning and requires a review of teaching activities. Although education is expected to improve school-level educational activities and teaching methods, there is little evidence to support this claim, and given that teachers are among the key players in teaching, paying attention to the conditions of teachers and the sense of self-efficacy and participation in school decisions and activities could play an important role in teachers' activities and teaching activities. By having a sense of power and confidence in their abilities, teachers are increasingly moving towards new ideas and could affect improving the teaching and learning activities of students in schools. Several factors affect the teaching process. Therefore, it seems important and necessary to study the factors effective in teachers' teaching activities. The purpose of thisstudy was to investigate the role of organizational trust, collaboration among teachers,and participatory decision making onteacher-teaching activitywith the mediation roleof teachers' self-efficacy (Structural Equation Modeling). The research was an applied type and in terms of implementation descriptive-correlativeofstructural equations. Thestatistical population of research included elementary teachers teaching in West Azarbaijan province (n=11522), which among them with Cochran formula and multistage clustering method, 376 people were selected as sample. Data collection tools are questionnaires of trust, cooperation and corporate decision making, teaching, teacher self-efficacy. The research data was analyzed using SPSS and LISREL software. The data analysis showed that non-trust, direct effect of cooperation, participatory decision making, self-efficacy with teaching were significant, non-trust, cooperative decision making with self-efficacy were significant, other than indirect effect of trust and decision making. Collaborative teaching is confirmed by mediating self-efficacy. It can be concluded that in order to improve the teaching of teachers, it is necessary to provide appropriate conditions for establishing and enhancing self-efficacy, cooperation, trust and participation in decision making for teachers in schools. Therefore, it is suggested that principals and educators behave in such a way that teachers feel a sense of self-efficacy and strengthen this sense of self-efficacy by providing opportunities for teachers to participate in decision-making and cooperation in school activities. The results could serve as the basis for taking basic steps for offering improve plans for the teaching activities in schools.