The Formation of Parent-School Trust

Curt M. Adams · Roxanne M. Mitchell

108 citations0/0 files storedEducational Administration Quarterly

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Parental Involvement in Education School Choice and Performance Educational Leadership and Practices

Abstract

Purpose: The authors' focus was on understanding antecedents of parent trust toward schools. Two questions guided the inquiry: Is there a systematic difference in parent-school trust across schools? If so, what organizational conditions predict between-school variability in parent-school trust? Research Methods / Approach: Using multilevel modeling, this study examined school-level determinants of individual parent-school trust from a sample of 79 schools and 578 parents drawn randomly from a Midwestern state. Findings: Intraclass coefficients were first examined on the school-level attitudinal variables to determine their collective disposition. Estimates indicated that these conditions were collective properties of schools. Results from the Level 1 Means-As-Outcomes analysis showed that 16% of the variance in parent trust was explained by school membership. Level 2 predictors were entered individually with significant variables retained and entered into a combined model. Affective norms of parent perceived influence on school decisions (β 5j = 5.0, p < .01) and school identification (β 4j = 2.7, p < .01) had larger individual effects on parent-school trust than contextual conditions. Conclusion: Findings support the conceptualization of school trust as a collective property of school role groups that forms through affective, cognitive, and behavioral norms. Parent trust is not inherently deficient in schools plagued by social and contextual challenges. Regardless of poverty status, school size, diverse ethnic composition, and school level, school leaders can build and sustain parent trust by aligning policies and practices to address the affective needs of parents. Doing so reduces parents' perceived vulnerabilities and risks within the parent-school relationship.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

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

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 108 citations exist upstream.

References

1999Self-Efficacy: The Exercise of Control 1997Self-efficacy: the exercise of control 2000Bowling alone 1990Foundations of social theory 1998Not So Different After All: A Cross-Discipline View Of Trust 1991Foundations of Social Theory 1994Developmental Processes of Cooperative Interorganizational Relationships 1985Trust as a Social Reality

Cited by

2014The Interconnectivity of Trust in Schools 2016Student trust in teachers and student perceptions of safety: positive predictors of student identification with school 2014Effective home-school partnership: Some strategies to help strengthen parental involvement 2010Leading and Learning with Diverse Families in Schools: Critical Epistemology amid Communities of Practice 2015Trust, behavior, and high school outcomes 2014When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration

Explore the map →

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

Imported from OpenAlex (CC0) — nothing here is generated.