Introduction: Trust as a Matter of Equity and Excellence in Education

Maele, Dimitri Van; Houtte, Mieke Van; Forsyth, Patrick

doi:10.1007/978-94-017-8014-8_1

Cited by 29 publications

(44 citation statements)

References 125 publications

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“…For teachers, involvement in the social system of the school is an inherent aspect of the job because they are dependent on their interactions with other school members to be successful in accomplishing their teaching goals (see Bryk and Schneider, 2002;Forsyth et al, 2011;Nias, 2005). This relational interdependence explains why trust can be viewed as a key characteristic of teachers' social relationships within the complex work environment of the school, one that supports teacher and school effectiveness (Forsyth et al, 2011;Van Maele et al, 2014). Trust is an essential characteristic of stable social relationships (Blau, 1986) and in situations of interdependence it reduces uncertainty and enhances cooperation (see Gambetta, 1988;Luhmann, 1979;Rousseau et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Trust in school: a pathway to inhibit teacher burnout?

Maele

Houtte

2015

Journal of Educational Administration

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Purpose: This paper considers trust as an important relational source in schools by exploring whether trust lowers teacher burnout. We examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. We further analyze whether school-level trust additionally influences burnout. In doing this, we account for other teacher and school characteristics. Design: We use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. Findings:. Trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. Implications: Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable. Originality/value: This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school

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Section: Introductionmentioning

confidence: 99%

“…Adams and Forsyth, 2013;Bryk and Schneider, 2002; 94 JEA 53,1 Tschannen-Moran, 2004;Van Maele et al, 2014), and to the literature investigating antecedents of teacher burnout (e.g. Chang, 2009;Pas et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Trust in school: a pathway to inhibit teacher burnout?

Maele

Houtte

2015

Journal of Educational Administration

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“…By "trust", we do not refer to its normal use, which is that by playing games, users build trust between themselves [3]. Instead, we are interested in trust as a quality determinant of education, learning and teaching [38] that manifests itself in experiential "learning by doing" [3]. Notable in our format is the absolute trust that the organizers have that, aside from some initial tutoring exercises (the "baby steps"), small groups of participants are able to design sophisticated games without external input.…”

Section: Rapid Trust Pedagogymentioning

confidence: 99%

Rapid Games Designing; Constructing a Dynamic Metaphor to Explore Complex Systems and Abstract Concepts

Lankford

Craven

2020

Sustainability

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Initiated by a research project examining agricultural and water resilience in South Africa and tested in workshops on a range of topics, we reflect on our application of a half-to-one day “games designing” format for constructing dynamic metaphors for complex systems and related concepts (e.g., the resilience or sustainability of a catchment/agricultural marketing system). While this short format gives rich and detailed games that potentially could be played in an extended version of the workshop, we did not go ahead with this step. Instead, we devoted the limited time available to supporting participants in designing, comparing and discussing their games and to exploring the concepts and meanings of a given complex system, even if the latter was initially deemed by participants to be abstract and “academic”. Our abridged term for short-format games designing is “rapid games designing” (RGD). Key benefits to participating individuals, the whole group and workshop organizers include (a) the highly productive and creative use of limited time; (b) an inclusive group exercise that draws everyone into the process; (c) rich discussion of pluralist viewpoints through the comparison of the remarkable variety of games generated, including their differences in purpose, players and rules; and (d) observations on how the games construct a dynamic metaphor for the system and its properties, leading to deeper insights and knowledge building regarding system concepts and components. Here, we use two case studies in South Africa to explore what value RGD provides and how it does so, and then we briefly compare it to other similar methods. We also provide practical guidance for facilitating RGD workshops. In conclusion, we argue this format offers an option for the ongoing evolution of games about complex human, natural and socio-ecological systems and that it generates considerable creativity, learning, discussion and insights amongst all participants.

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“…In the teacher‐student contract, teachers and students judge performance of certain expected behaviors as a measure of success of the teaching and learning experience. Trustworthy relationships between educators and students are important for students’ ability to learn (Raider‐Roth, ; Van Maele et al, ) and for effective teaching to occur (Schulte‐Pelkum et al, ).…”

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confidence: 99%

“…Several reviews of literature on trust emphasize the importance of this concept in an educational environment and its impact on students and teachers (Van Maele et al, ). In a trusting environment students feel encouraged to actively participate in learning (Gregory and Ripski ) and engage more openly in the educational process (Schulte‐Pelkum et al, ).…”

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confidence: 99%