School Trust Research Articles

Leveraging Dissent: A Policy Narrative's Power to Sow Distrust

AbstractThe rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti–Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow distrust as opposed to mistrust. Mistrust points to an ongoing process of determining trustworthiness, while distrust connotes a more decisive and deliberate lack of trust in a person or institution. Lo and moore argue that educational research should pay more attention to the building of trust or mistrust in schools in the current context, where the anti‐CRT policy narrative, through amplifying and manipulating existing anxieties and fears in order to motivate political action, capitalizes on and seeks to reinforce the natural mistrust of schooling.

Organizational Culture and Child-Friendly Schools: Insights for Early Childhood Education

This study explores how a conducive learning environment in P.A.U.D. affects early childhood development and public trust in schools. This study aims to identify critical factors that create a positive learning environment and provide practical recommendations for educators and policymakers. This study uses a qualitative approach with a case study method, where data are collected through in-depth interviews, observations, and documentation. The data obtained are analyzed using Milles and Huberman’s interactive analysis technique, which involves the process of data reduction, data presentation, and conclusion. The analysis results show that collaboration between teachers, staff, parents, and children is essential in building a supportive learning atmosphere and increasing parental trust in the quality of education. Emotional support from teachers and the active participation of parents in school activities have proven crucial in creating a conducive environment. The conclusion of this study confirms that a conducive learning environment not only increases children’s motivation and achievement but also strengthens the relationship between schools and the community. The main contribution of this study is to provide an effective strategy for developing collaboration between schools, parents, and the community to create an optimal learning environment.

Bookshelf: Kappan authors on their favorite reads

In this regular column, Kappan authors recommend books and articles that have influenced them. In the September Bookshelf, Maia Cucchiara recommends Trust in Schools: A Core Resource for Improvement by Anthony Bryk and Barbara Schneider. Amie Rapaport recommends Becoming by Michelle Obama.

Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis

As rates of adolescent hospitalization for suicide-related crises increase, so does the urgency for improving adolescent school reintegration. Communication and collaboration are considered key mechanisms for continuity of care during times of transition; however, to date, few studies have identified critical information to share or have explored strategies for navigating challenges to information sharing during and following school reintegration. The present study explored previously hospitalized adolescent (n = 19), parent (n = 19), school professional (n = 19), and hospital professional (n = 19) views of information sharing and their perceptions of facilitators and barriers to this communication. Applied thematic analysis revealed three key themes related to the best information to share across entities, including the (a) need to consider environmental relevance to information (i.e., informing school supports and hospital treatment), (b) importance of considering information unique to each patient's circumstance (i.e., sharing information on a “case-by-case basis”), and (c) duality between families preferring to share minimal information but school professionals desiring the maximum (i.e., less is more vs. more is better). Regarding facilitators and barriers to information sharing, six key themes emerged, including (a) understanding risks and benefits of information sharing; (b) trust in hospitals and schools; (c) mental health stigma; (d) communication processes; (e) navigating individual, family, school, and community contexts; and (f) “push and pull” between privacy and need. Findings inform key considerations for collaborating with families in determining if and what information to share during school reintegration.

Racism, Islamophobia and trust in schools: perceptions of diversity in schools in Barcelona

ABSTRACT This article explores how Spanish families view immigrants in an intercultural school context and how this is reflected in their trust in public schools in Barcelona. A qualitative methodology is used, based on in-depth interviews and focus groups, comparing the discourse of the parents of children who attend schools in different neighbourhoods in Barcelona, with either high levels or low levels of immigration. The data from the fieldwork indicate that the cultural and social distance perceived by the interviewees, and the different languages and religions of the immigrants in question constitute the major sources of differentiation based on racism and Islamophobia. Moreover, in my analysis, I have distinguished between two different ways that perceptions of immigration result in distrust in institutions: (i) perceptions that result in distrust within the schools and (ii) perceptions that result in distrust in higher-level institutions, such as the educational administration bodies and city-level institutions.

Intercultural relations and trust in schools: perceptions of immigrant families in the city of Barcelona

ABSTRACT Previous research in Spain has shown that immigrant families’ views regarding the education offered to their children are on the whole positive. This article adds to the current literature by exploring how immigrant families’ perceptions about their relationships with the school staff and other families affect their trust in schools. The article looks at immigrant families’ predominant perception of their relations with schools and other families, whether they perceive discrimination or positive contact, and how this affects their trust in the schools. The study is based on qualitative interviews as well as on participant observation with immigrant parents from differing origins in four neighbourhoods in Barcelona. The results show that the trust that immigrant parents place in schools varies according to three main perceptions of intercultural relations: (i) blatant and subtle discrimination, (ii) intercultural tension with the school, and (iii) intercultural tension with other immigrant parents.

Kepastian Hukum bagi Pesantren dalam Pendirian Badan Usaha Pesantren

Islamic boarding schools as institutions that grow and develop together with the community have the potential to empower the community through business entities. Community trust in Islamic boarding schools is the basic capital for Islamic boarding schools to be able to establish business entities that are oriented towards community empowerment. Business entities in Islamic boarding schools have been mentioned in Law No. 18 of 2019, however, in the implementation of the establishment of Islamic boarding school business entities, they still refer to previously existing regulations. On the other hand, the Islamic boarding school law states that Islamic boarding schools in their activities, including community empowerment through the establishment of business entities, must maintain the characteristics, uniqueness, ideals and character of Islamic boarding schools so that in this case there is a legal vacuum. In this research, researchers used the theory of legal certainty and the theory of development law. Method The research approach used is a normative juridical approach and the type of research is qualitative research. The sources of legal material for this research were obtained from primary and secondary data sources. Where the primary source material is legislation and ministerial regulations. Meanwhile secondary data sources were obtained from literature studies, from various books, journals, and the internet. The data collection technique in this research uses library study techniques. Based on the research results, the regulation of legal certainty for Islamic boarding schools in carrying out business entity activities is mentioned in Article 45 of Law No. 18 of 2019. However, in establishing and managing business entities in Islamic boarding schools, regulations need to be issued that regulate them. This is necessary so that Islamic boarding schools in carrying out business activities still maintain the characteristics, uniqueness, character and ideals of Islamic boarding schools in accordance with articles 4 and 8 of Law No. 18 of 2019 concerning Islamic boarding schools. so that legal certainty, development, renewal and empowerment of society through Islamic boarding school business entities can be realized.

A Proposal of Utilizing Six Types of Involvement Model to Guide Kindergarten to 12th Grade School Parental Communication and Support During a Pandemic.

Effective communication between schools and parents Is crucial for fostering understanding, trust, and collaboration to enhance educational outcomes and student well-being, especially during crises such as the COVID-19 pandemic. Moreover, the current level of communication between schools and families is frequently insufficient, exacerbating the difficulties in parental engagement, comprehension, and certain policy implementation. This deficiency becomes even more pronounced during crises due to the added stressors. This study aims to highlight the challenges of parental engagement and communication during the pandemic and propose a viable solution for school districts and schools to enhance trust, understanding, and collaboration in schools to prepare for future crises. The study employs a mixed-methods approach, Including a scoping review of literature and policies on school communication during the pandemic, a survey study conducted among the Connecticut Independent Schools, and the Integration of results from both sources. The scoping review provides key themes and frameworks, while the survey collects quantitative and qualitative data to identify challenges and concerns. The proposed solution utilizes Epstein's Six Types of Involvement Framework for school districts and schools to guide effective communication and collaboration between schools and parents. The scoping review and survey findings reveal several key Issues, Including hesitant parental perception of disease control strategies, the burden on parents in supporting online learning, the lack of resources and guidance for online learning, and the absence of central communication guidelines. The proposed solution, Epstein's Six Types of Involvement Framework, addresses these challenges by emphasizing parenting, communication, volunteering, learning at home, decision-making, and community collaboration. The study highlights the importance of effective communication between schools and parents during crises and proposes Epstein's Six Types of Involvement Framework as a comprehensive solution. By implementing this framework, schools can foster understanding, trust, and collaboration, leading to better educational outcomes for students. The findings have implications for school administrators, policymakers, and educators seeking to improve communication during crises and can facilitate more effective communication and parental engagement beyond health crises. Further research Is needed to evaluate the effectiveness and impact of implementing the framework in real-world crises. Moreover, healthcare professionals like pediatricians, psychologists, and school nurses are crucial in disease control in schools. The study proposes using Epstein's framework to Involve them directly, enhancing collaboration and trust, and empowering them to lead efforts in safeguarding students and staff health.

해외거주 유아를 위한 스마트폰 앱 활용 가정 연계 한국어교육 실행연구

Objectives The purpose was to explore the changes experienced by parents and young children residing overseas through examining the execution process of Korean language education with a focus on smartphone app uti-lization and fostering home-school connections.
 Methods Following Elliot's (1991) action research model, a 15-week Korean language education program was conducted for ten preschoolers and their parents at a Korean school in City B, State A, USA. Data were collected through observations of children's behavior and language during class, parent-child interactions, teacher-parent conferences, peer teacher workshops, and Korean language proficiency assessments.
 Results In the first implementation, ‘Korean language education centered daily routines for young children’ and ‘home-school linked education encouraging parental participation through smartphone apps’ were conducted. The second implementation focused on ‘one-on-one support-based Korean language instruction’ and ‘intensive home-school linked education using portfolios’. Through these processes, the children progressed from ‘increased interest in Korean’ to ‘formation of confidence and improvement in Korean language ability’, while parents devel-oped ‘trust in Korean language schools’ and eventually ‘experienced the benefits of active participation in Korean language education’.
 Conclusions Korean language education for overseas-residing young children can facilitate emotional develop-ment, including improved self-confidence and self-identity formation, not only enhancing Korean language profi-ciency but also when communication and participation frequency with parents through home-school collabo-rations are increased.

Relationship building as a response to the crisis of trust in school

Relationship building as a response to the crisis of trust in school

Data mining applied about state madrasah using sentiment analysis on Twitter in Indonesian perception

<span>Indonesian people prefer private schools with high prices, which is one of the exciting things to study. In fact, in the modern era, public schools have competed with private schools with international categories. The problem in public schools is the parent's perspective on the quality of education in public schools, especially public madrasahs. In addition, cases such as bullying and violence between schools. People on Twitter also have various perceptions of public madrasas, which are considered to have religiosity. This research uses the keywords public madrasah, quality management, and quality taken from Twitter using the Orange application. The amount of data in this research is 300 tweets from Twitter. As a result, there are both negative and positive sentiments toward public madrasas. However, the negative sentiment is higher than the positive sentiment. This means parents have more trust in private schools than in public madrasahs.</span>

Innovation in Pesantren Development as a Perspective Study of the Quality Development of Pesantren in the Era of Disruption 4.0

Islamic boarding schools are faced with a situation of rapid change (disruption era 4.0), this has resulted in significant changes in various aspects of life, including Islamic education and Islamic boarding schools. These changes require Islamic boarding schools to innovate in order to improve the quality of their education. Innovation in developing the quality of Islamic boarding school education is important in order to face challenges in the era of disruption 4.0. This research uses a qualitative approach, data mining is carried out through observation, interviews and documentation, while data analysis uses interactive data analysis. The research results show that innovation in developing the quality of Islamic boarding school education can have a positive influence on various aspects, such as the quality of Islamic boarding school graduates, the competitiveness of Islamic boarding schools, and public trust in Islamic boarding schools. Innovation is carried out in certain fundamental aspects, namely; curriculum innovation, learning method innovation, facilities and infrastructure innovation as well as managerial innovation. This innovation is an effort to improve the quality of Islamic boarding school education so that it can answer the challenges in the era of disruption 4.0.

Enhancing Public Trust in Islamic Boarding Schools through Electronic Word of Mouth (E-WOM): A Symbolic Interactionism Analysis

This study explores the impact of Electronic Word of Mouth (E-WOM) on public trust in Islamic boarding schools, using Nurul Jadid Islamic Boarding School as a case study. Applying symbolic interactionism, the research aims to understand how E-WOM shapes public perceptions in this educational context. A qualitative approach employing naturalistic phenomenology and descriptive analysis involving observations, interviews, and documentation was used. The findings indicate that E-WOM, utilized since 2018 at Nurul Jadid, has significantly enhanced the school's public image and trust, notably increasing student enrollment and international attention. Key strategies include effective digital content creation and audience engagement. However, the study’s focus on a single institution suggests the need for broader research to generalize these findings. Implications for educational administrators and policymakers include strategic insights for digital communication and public engagement. This research contributes to the academic discourse in communication and educational studies, offering a novel application of symbolic interactionism in digital communication. Future research should examine E-WOM’s long-term effects on institutional reputation and explore its application in diverse educational settings.

Impacts of parents' and guardians' trust in confessional schools on students’ perceived performance and spirituality

PurposeThis study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the families' religion on the relationship between trust in the school and the student's spirituality as perceived by parents and guardians.Design/methodology/approachThis study takes the form of a survey with 346 parents and guardians from a Brazilian Adventist education network. The authors used partial least squares structural equation modeling by SmarPLS 4 to analyze the data.FindingsThe results reveal that parents' and guardians' trust in the confessional institution of primary education positively influences their perception of students' spirituality, which, in turn, has a positive impact on their performance. In addition, the families’ religion does not strengthen the relationship between school trust and students’ spirituality. It does not matter to which religious group the family belongs – as their overall spiritual development that favors the students’ academic performance.Originality/valueThe research contributes to the literature on school management, individual spirituality and relationship marketing – particularly customer relationship management in schools, involving parents, guardians and students.

Building trust in elementary schools: the impact of home school community collaboration

There is a general consensus among contemporary social scientists that social trust is important(Alexander, 2003; Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Putnam, 1993). In thecontext of education, trust was seen as a goal and a tool for school improvement (Meier, 2002; Brown, 1998; Schneider & Bryk, 2002). This paper examines teachers’ trust in schools and the factors related to their level of trust. Results of factor analysis show that 19 items measuring teachers’ trust can be categorized into four factors of relational trust: “teachers trust on students”; “parents trust on teachers”; “teachers trust on parent” and “teachers trust on parental involvement”. Results from descriptive analysis indicated that teachers in general hold a positive attitude toward the students and their parents, and majority of teachers are also quite positive towards parents’ support and the mutual respect between teacher and parents in Hong Kong. Results from the hierarchical regression analysis suggested that parent social background factors (SES), but not teachers’ background factors, has the strongest association with teachers’ level of trust. The results suggested that upper-class students are more likely to have higher level of trust on student, trust on parent and trust on parental involvement. However, teachers are more likely work harder to establish trust relationship with parents from working class students. Moreover, the seven types of home-school-community collaboration appears to have different contribution to the dimensions of relational trust in Hong Kong elementary schools even after background factors have taken into account.

“Who is Anders Tegnell?” Unanswered questions hamper COVID-19 vaccine uptake: A qualitative study among ethnic minorities in Sweden

BackgroundDespite high COVID-19 vaccination coverage in many European countries, vaccination uptake has been lower among ethnic minorities, including in Sweden. This is in spite of the increased risk of contracting the virus and targeted efforts to vaccinate among first and second generation migrants. The aim of this study was to understand this dilemma by investigating ethnic minorities’ perceptions and their experience of accessing the COVID-19 vaccine. MethodsThis is a qualitative study drawing on 18 semi-structured interviews with health volunteers working in ethnic minority communities and with participants from the two largest ethnic minorities in Sweden (Syria and Somalia). Deductive qualitative analysis was completed using the 3C model by WHO (Complacency, Confidence and Convenience). ResultsComplacency does not appear to be a barrier to intention to vaccinate. Participants are well aware of COVID-19 risk and the benefits of the vaccine. However, confidence in vaccine poses a barrier to uptake and there are a lot of questions and concerns about vaccine side effects, efficacy and related rumors. Confidence in health providers, particularly doctors is high but there was a sense of conflicting information. Accessing individually tailored health information and health providers is not convenient and a major reason for delaying vaccination or not vaccinating at all. Trust in peers, schools and faith-leaders is high and constitute pathways for effective health information sharing. ConclusionEthnic minorities in Sweden are willing to get vaccinated against COVID-19. However, to increase vaccination uptake, access to individually tailored and face to face health information to answer questions about vaccine safety, efficacy, conflicting information and rumors is urgently required.

Cognitive social capital as a health-enabling factor for STI testing among young men in Stockholm, Sweden: A cross-sectional population-based study

ObjectiveTo assess whether different forms of cognitive social capital increased the relative probability of testing for sexually transmitted infections (STIs) among young men living in Stockholm, Sweden. MethodsA population-based cross-sectional study was conducted in 2017 with men aged 20–29 years living in Stockholm County, Sweden (n = 523). The main outcome was STI testing patterns (never tested, tested only within a12-monthperiod, tested only beyond a12-monthperiod, repeatedly tested). The main exposure were two forms of cognitive social capital: social support (having received help, having someone to share inner feelings with) and institutionalized trust (in school, healthcare, media). Data were analyzed using weighted multivariable multinomial logistic regression to obtain adjusted weighted relative probability ratio (aRPR). ResultsAfter adjusting for confounding factors, receiving help (aRPR: 5.2, 95% CI: 1.7–16.2) and having someone to share inner feelings with (aRPR: 3.1, 95% CI: 1.2–7.7) increased the relative probabilities of young men testing for STIs, but only for those testing beyond a 12-month period. Trust in media increased the relative probability of STI testing for those testing only within a 12-month period (aRPR: 2.6, 95% CI: 1.1–6.1) and for those testing repeatedly (aRPR: 3.6, 95% CI: 1.5–8.8). ConclusionYoung men in Stockholm County exhibit distinct STI testing patterns. Social support and trust in media were factors that increased the probability of being tested for STIs, with this effect varying according to the young men's STI testing pattern. Further studies are required to explore how trust in media might promote STI testing in this population.

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.

Establishing Connectivity and Trust in High Schools During COVID-19

Establishing Connectivity and Trust in High Schools During COVID-19

Emotional well-being and performance of middle leaders: the role of organisational trust in early childhood education

PurposeThe current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachA convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.FindingsThree hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.Research limitations/implicationsFurther studies may put efforts towards improving these three outcomes synchronously.Practical implicationsBased on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).Originality/valueThis study established the empirical linkages between school trusts, emotional well-being and job performance.