A Study of Student Trust in Teachers in a Suburban School District

Abstract

The formations, differences, and effects of student trust were examined in a midsized suburban school district where a sample of 1086 fourth, fifth, and sixth grade students were surveyed. Four research questions guided the study: Which facets of trust received the highest endorsements from students in relation to student trust in teachers? Are there differences in student trust in teachers by school? By grade level? What is the relationship between student trust and instructional styles of teachers? What is the relationship between student trust and engagement in school? Descriptive and summary analyses were performed on data to examine the relationship between the facets of trust, instructional styles of teachers, and student engagement. Evidence yielded the following claims: Students perceived teachers as being more benevolent, reliable, and competent than open and honest; Instructional styles experienced as supportive of student autonomy and competence were related to student trust in teachers; and student trust in teachers had a strong relationship with student engagement.