NDLI: Teachers’ beliefs about the development of teacher

Content Provider	Springer Nature Link
Author	Russell, Shann L. Wentzel, Kathryn R. Donlan, Alice E.
Copyright Year	2016
Abstract	In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools.
Starting Page	241
Ending Page	266
Page Count	26
File Format	PDF
ISSN	13871579
Journal	Learning Environments Research
Volume Number	19
Issue Number	2
e-ISSN	15731855
Language	English
Publisher	Springer Netherlands
Publisher Date	2016-01-19
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Adolescents Grounded theory Interpersonal trust Teacher attitudes Teacher–student relationships Educational Technology Sociology of Education Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology E-learning Communication

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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