Students Trust in Their Teachers and How It Influences Their Self-Efficacy and Achievement

• In Event: Teachers, Schools, and Adolescents Working Together

Abstract

This study investigates the relationship between adolescent perceptions of teacher expectations (affect and teaching effort) and academic self-efficacy (ability, context and effort) from two middle schools. How do teacher expectations affect student trust in the teacher; and how trust influences self-efficacy and achievement? A structural equation model is presented to show the interrelationship among variables with achievement as the dependent variable, suggesting that positive teacher expectations and student trust in their teacher is important for students to develop a positive self-efficacy and improvement in academic achievement.

Authors

• Jill Karp, Sachem Union Free School District

• Albert F. Inserra, Dowling College

• Elsa-Sofia Morote, Dowling College