Differences in Parent and Teacher Trust Levels

Abstract

The purposes of this exploratory study were to determine differences in: (a) levels of trust between parents and teachers; (b) parent trust as a function of income, ethnicity, school site, type of services, and level of special education service; and (c) current level of involvement for high-, moderate-, and low-trust parent groups. Surprisingly little research that addresses trust in the parent-teacher relationship exists. Furthermore, trust is often treated as an important characteristic of family-school relationships. In this study, data were collected from parents and teachers of special and regular education students. One interesting finding, particularly for creating collaborative family-school relationships, is that parent trust is significantly higher than teacher trust. Five implications for school personnel to build trust between families and schools are described.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 85 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.