| Citation: | Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 477-497. |
Annotation:
The researchers investigated differences in levels of trust between parents and teachers, contributing factors to the sense of trust, variables affecting levels of trust, and the relationship of parental trust to student performance. Results across grade levels indicated that parentsÕ trust for teachers was higher than teachersÕ trust for parents, with teachersÕ trust for parents most often at the lowest level. There was no difference in parentsÕ trust as a function of income, ethnicity, or type of educational service received (except that parents of children receiving more intensive special education services displayed significantly higher levels of trust). Elementary grade parents were more trusting than high school parents. High school achievement (grade point average) was not significantly related to parent trust. Parents who reported low or moderate levels of trust had fewer positive attitudes toward and less frequent engagement in parent involvement. Families and schools had different suggestions on ways to increase trust, with the exception that both felt that communication was key. The researchers defined trust as involving three levels: predictability, dependability, and faith. The researchers administered different forms of a survey with up to 19 items and a level of confidence scale for responses. They received survey responses from 1,234 parents and 209 teachers from a Midwestern metropolitan area. The survey included open-ended questions on what to do to increase trust and a level of confidence scale. Those who returned the survey were mostly Caucasian women with at least a secondary education. Researchers and practitioners need to examine the processes that improve home-school communication in order to build trust.
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