Abstract

In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.