A Case Study of Perceptions and Applications of Relational Trust Between Students and Teachers in the Finnish Lower Secondary Classroom and School Environment (original) (raw)
This study has endeavoured to identify different perceptions of relational trust between students and teachers, as well as the ways in which they perceive to be extending and fostering an environment of trust in the Finnish lower secondary classroom and school environment. The study of trust in a classroom and school environment is of value because of its many benefits, including positive effects on academic performance and behaviour, increased communication, motivation, risk taking and a feeling of belonging. The Finnish context gives added interest in the study of trust, as it boasts of the highest levels of trust between people and social institutions as well as between individuals in the European Union. It has also been praised for being one of the most highly successful school systems in the world. The main questions this study has attempted to answer are first, what are the perceptions of relational trust between students and teachers in a Finnish lower secondary school environment and second, what are the practical applications of trust (ways it can be fostered and extended) in a Finnish lower secondary school environment? The primary research tool has been semi-structured interviews. Additionally, observations were used for triangulation of data and questionnaires were used as a secondary tool to establish a baseline of trust. Based on the findings in this study (a) both students and teachers share a similar view of the meaning of trust, (b) these views are overwhelmingly affective, (c) both had many ideas about what they could do better and what the other party could do better to create more trust in the classroom and school environment, (d) one’s life experiences make individuals either more or less apt to trust, (e) the participants’ needs (emotional, cognitive etc.) determined the ideas about applications of trust they would like to see, (f) when trusted, participants felt feelings of empowerment and (g) when trusted, participants felt more likely to trust in turn.
Related papers
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
Review of Educational Research, 2000
This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of trust (initiating, sustaining, breaking, and repairing trust). Finally, they synthesize the research on trust as it relates to organizational processes such as communication, collaboration, climate, organizational citizenship, collective efficacy, achievement, and effectiveness.
Toward Understanding Trust: A Response to Adams and Miskell
Purpose Trust is a key component of successful schools. Although scholars widely agree that trust is multifaceted, there is less agreement about the number and nature of these factors. In the October 2016 EAQ, Adams and Miskell argued that their Teacher Trust of District Administration Scale provided evidence that trust is a single factor that cannot be unpacked, and that our three-factor theory of trust, which asserts that trust involves the discernment of benevolence, competence and integrity, is invalid. We find multiple conceptual and methodological flaws in their reasoning. Methods/Approach We analyze data provided by Adams and Miskell that was used in their original article. The dataset includes responses from 606 teachers in 72 schools to the ten survey questions which comprise the Teacher Trust of District Administration Scale. We reproduce and critique the results of four models presented, and corrected, by Adams and Miskell, and present an alternative second order model of trust with three first order factors representing benevolence, competence and integrity. Findings and Implications Consistent with theory, we find that trust is more appropriately modeled as a multi-factor construct. A multifactor model of trust is not merely an advance in measurement, it has important, actionable implications for research and practice. Measuring trust as a second order factor, with first order factors benevolence, competence and integrity, positions us to make more nuanced judgements about trust, more easily diagnose problems, and prescribe interventions needed to develop, maintain, or repair trust in schools.
Differentiated trust in today's schools
Procedia - Social and Behavioral Sciences, 2010
Dynamic settlements in educational sciences indicate that along with the phenomenon of violence, today's schools pass through a process of mistrust. Trust is considered as one of the investment tools of today's schools. Five essential features of the concept of trust and 'trust adjustment' in secondary education institutions within the frame of differentiated trust are examined and analyzed in this study. This research investigated the degree of organizational trust and differentiated trust 56 principals, 463 teachers and 13.877 students in public secondary schools in Mus, Turkey in the 2008-2009 academic year. The results showed that while the administrators have high degree of trust, teachers and students have moderate degree of trust. This implies that administrators should be able to promote different dimensions of trust for different levels and so, they will be able to exhibit an effective leadership by adjusting school's 'trust tone'.
Life and Education Built on Trust
Journal of Research in Social Sciences and Language, 2021
It is also unclear what, if any, sort of motive a trustworthy person must have. Trustworthiness is likewise a kind of reliability, although it is not apparent what kind. The exact circumstances for trustworthiness are that the trustworthy person is competent and willing to do what is presumed. It is important to be clear about the reason, in particular the good reasons, why people might invest trust in one another, for a society where people are disposed to be trusting and where their trust is generally well placed (Hardin, 1993). However, this person may also have to be willing for specific reasons or have a particular motive for acting (e.g., they heed the trustor). Trust is one of the essential elements considered at schools. Although it is essential, there is relatively little research on trust in educational perspectives. In this paper, I would like to share some trust tips to make the relationship between teachers and students' lives more accessible, understanding, and objective.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.