Aspects of Trust in Teacher-Parent Interaction

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Pages: 69-81

Abstract:

Trust-based communication between teachers and parents is a key prerequisite for the development of pedagogically appropriate cooperation between them in the best interest of the student, particularly of his/her education, training, and personal development. Within the framework of this paper, three dimensions of trust related to teachers’ core professional functions and roles are outlined at the conceptual level and empirically explored through parents’ perspectives: 1) the frankness and directness with which educational professionals discuss educational and upbringing issues important to students and their parents; 2) perceptions of teacher credibility and authoritativeness as a source of parent information about student achievement and development; and 3) perceptions of teachers’ professional competence to advise and partner with parents on issues concerning their children’s education, training, and development. The results obtained in the context of a survey of parents’ evaluative positions (N=108) with students at the three educational stages – primary, lower secondary, and upper secondary, – point to the conclusion that, although parents highly value teachers’ openness, approachability, and professional competence, their perceptions of educational professionals as an authoritative and credible source of information in the context of a more systemic and problem-focused pedagogical communication, while also optimistic, are more moderate.

Keywords:

pedagogical communication; trust; teachers; parents.

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