The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

Dimitri Van Maele; Mieke Van Houtte

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The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

机译：学校生活质量：师生信任关系与组织学校环境

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摘要

In exploring the quality of schools’ social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers’ perceptions of students’ trustworthiness. Information was gathered from 2,104 teachers across a representative sample of 84 secondary schools in Flanders (Belgium). A measure for trust in students was derived from the trust scales developed by Hoy and Tschannen-Moran. Multilevel analyses reveal that teacher perceptions of students’ teachability strongly predict teacher trust. This underscores the importance of teacher perceptions of students’ ability to meet the expectations imposed on them with regard to the formation of trust. Additionally, we show that teacher trust is affected by the organizational school context, although the academic orientation of the student culture plays no role.

机译：在探索学校社会系统的质量时，这项研究提供了一种见解，即由于教师暴露了对学生的低信任度，学生在哪些类型的学校中可能遇到发展支持性的师生关系的障碍。学生的文化和可教性的看法被评估为激励教师对学生的信任度的看法。信息来自比利时富兰德84所中学的2104名教师。 Hoy和Tschannen-Moran制定的信任量表得出了对学生的信任程度。多层次分析表明，教师对学生可教性的看法强烈预测了教师的信任度。这凸显了教师对学生能够满足他们对建立信任的期望的能力的认识的重要性。此外，我们显示，尽管学生文化的学术定位没有作用，但教师信任受组织学校环境的影响。

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《Social Indicators Research》 |2005年第3期|p.1-16|共16页
作者
Dimitri Van Maele; Mieke Van Houtte;
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正文语种 eng
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关键词
Trust; Teacher; Organizational context; Teachability; Student culture; Intergenerational bonding;

机译：信任;老师;组织背景;可教性;学生文化;代际结合;

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The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context

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