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The quality of school life: teacher-student trust relationships and the organizational school context

Dimitri Van Maele (UGent) and Mieke Van Houtte (UGent)
(2011) SOCIAL INDICATORS RESEARCH. 100(1). p.85-100
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Abstract
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.
Keywords
PERCEPTIONS, ACHIEVEMENT, GENDER, EDUCATION, CULTURE, SOCIAL-JUSTICE, SECONDARY-SCHOOLS, ELEMENTARY-SCHOOLS, PERFORMANCE, CLASSROOM, Trust, Teacher, Organizational context, Teachability, Student culture, Intergenerational bonding

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Please use this url to cite or link to this publication:

MLA
Van Maele, Dimitri, and Mieke Van Houtte. “The Quality of School Life: Teacher-student Trust Relationships and the Organizational School Context.” SOCIAL INDICATORS RESEARCH 100.1 (2011): 85–100. Print.
APA
Van Maele, D., & Van Houtte, M. (2011). The quality of school life: teacher-student trust relationships and the organizational school context. SOCIAL INDICATORS RESEARCH, 100(1), 85–100.
Chicago author-date
Van Maele, Dimitri, and Mieke Van Houtte. 2011. “The Quality of School Life: Teacher-student Trust Relationships and the Organizational School Context.” Social Indicators Research 100 (1): 85–100.
Chicago author-date (all authors)
Van Maele, Dimitri, and Mieke Van Houtte. 2011. “The Quality of School Life: Teacher-student Trust Relationships and the Organizational School Context.” Social Indicators Research 100 (1): 85–100.
Vancouver
1.
Van Maele D, Van Houtte M. The quality of school life: teacher-student trust relationships and the organizational school context. SOCIAL INDICATORS RESEARCH. 2011;100(1):85–100.
IEEE
[1]
D. Van Maele and M. Van Houtte, “The quality of school life: teacher-student trust relationships and the organizational school context,” SOCIAL INDICATORS RESEARCH, vol. 100, no. 1, pp. 85–100, 2011.
@article{920790,
  abstract     = {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.},
  author       = {Van Maele, Dimitri and Van Houtte, Mieke},
  issn         = {0303-8300},
  journal      = {SOCIAL INDICATORS RESEARCH},
  keywords     = {PERCEPTIONS,ACHIEVEMENT,GENDER,EDUCATION,CULTURE,SOCIAL-JUSTICE,SECONDARY-SCHOOLS,ELEMENTARY-SCHOOLS,PERFORMANCE,CLASSROOM,Trust,Teacher,Organizational context,Teachability,Student culture,Intergenerational bonding},
  language     = {eng},
  number       = {1},
  pages        = {85--100},
  title        = {The quality of school life: teacher-student trust relationships and the organizational school context},
  url          = {http://dx.doi.org/10.1007/s11205-010-9605-8},
  volume       = {100},
  year         = {2011},
}

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