Relational Trust in Valparaíso, Chile and Illinois Schools: Surprising Consistency and Further Questions

Autor/inn/en	Raczynski, Dagmar; Sebring, Penny Bender; Weinstein, José; Gordon, Molly Flynn
Titel	Relational Trust in Valparaíso, Chile and Illinois Schools: Surprising Consistency and Further Questions
Quelle	In: International Journal of Leadership in Education, 25 (2022) 1, S.66-87 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1690696
Schlagwörter	Foreign Countries; Comparative Education; Trust (Psychology); Interpersonal Relationship; Teacher Student Relationship; Teacher Collaboration; Collegiality; Principals; Teacher Administrator Relationship; Parent Teacher Cooperation; School Size; Socioeconomic Status; Chile; Illinois + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Kollegialität; Principal; Schulleiter; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Socio-economic status; Sozioökonomischer Status
Abstract	In an unusual research collaboration, scholars in Chile and the US collected similar empirical data across their two countries to investigate and contrast relational trust in schools in Valparaíso, Chile and Illinois, US. The most salient finding was that, when asked about constructs associated with relational trust, teachers and students responded similarly and positively across the two regions with respect to trust among teachers, between teachers and principals, and between students and teachers. Similarities emerged regardless of differences in geography; nationality, language and culture; and structure of education systems. Relational trust, which involves respecting, caring for, and believing in the honesty and competence of one's colleagues, seems to materialize in schools, regardless of vast differences in environments. Given that trust is a vital force for school improvement, this is encouraging news for both regions. Nevertheless we observed that teacher-parent trust was much lower in Valparaíso and that there were differences in the operation of factors that condition levels of trust, specifically size of schools and socioeconomic status of the student body. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01