ERIC Number: EJ1103800
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Teachers' Beliefs about the Development of Teacher-Adolescent Trust
Russell, Shannon L.; Wentzel, Kathryn R.; Donlan, Alice E.
Learning Environments Research, v19 n2 p241-266 Jul 2016
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.
Descriptors: Teacher Attitudes, Teaching Methods, Trust (Psychology), Teacher Student Relationship, Compliance (Psychology), Role, Classroom Environment, Student Behavior, Focus Groups, Secondary School Teachers, Secondary School Students, Grounded Theory, Semi Structured Interviews
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A