The Formation of Parent-School Trust

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.

Employing parent-teacher collaboration to enhance intrinsic motivation, creating a positive classroom climate and improved academic achievements In Arab School in Israel

“…Nevertheless, this motivation, according to Ecological Theory is influenced by gender perceptions and cultural expectations regarding the children's abilities. Scholars have noted that during parent-teacher workshops trust is formed between the school and the parents, and this has implications for the children's feelings and reinforces their motivation for academic studies (Adams, 2009;Lohman and Matjasko, 2009). …”

Enhancing pre-K-12 student learning outcomes: The need for synergies of policy-makers, school administrators and parents

“…On the other hand, Sam and Dahles (2017) asserted that limited collaboration among stakeholders has the tendency to impede educational advancement. Accordingly, Adams et al (2009) advise that cooperative relationships between parents and schools are very vital and must not be left to exist by chance.…”

“…Cetin and Taskin (2016) suggest that in order to intensify the involvement of parents in education, there is a need for functional guidance services at schools, and these coordinated services can be beneficial to schools and communities (Casto et al, 2016). This helps to strengthen parents' confidence and participation in school activities as it is essential to build relationship with parents in a purposeful and planned manner (Adams et al, 2009). …”

Η Γονική Εμπλοκή Υπό Το Πρίσμα Της Θεώρησης Του "Εκπαιδευτικού Θύλακα" Του Παιδιού

“…Επιπλέον, ένα σημαντικό στοιχείο που αναδεικνύεται ολοένα και περισσότερο στις σύγχρονες έρευνες για τη γονική εμπλοκή, ως ένας όρος που χρησιμοποιήθηκε εξαρχής για να διερευνηθεί η σχέση ανάμεσα στο σχολείο και τις οικογένειες των μαθητών (Adams, Forsyth, & Mitchell, 2009), αφορά στο γεγονός ότι η ισχυροποίηση των δεσμών ανάμεσα στο οικογενειακό και το εκπαιδευτικό πλαίσιο, όπως υποστηρίζεται από κάποιους, αποτελεί ένα πολύ δύσκολο έργο καθώς αυτή η σχέση αντικατοπτρίζει τις βαθύτερες ανισότητες στην ευρύτερη κοινωνία (Abrams & Gibbs, 2002). Όπως προκύπτει, οι οικογένειες οι οποίες είναι πιο κοντά στις αξίες και τις πρακτικές του εκπαιδευτικού πλαισίου έχουν μεγαλύτερες πιθανότητες να αναπτύξουν ισχυρούς δεσμούς με αυτό.…”