Relational Trust in Illinois Schools

• In Event: 56.057 - Intricacies and Significance of Relational Trust in Schools: A Cross-National Perspective

Abstract

Objectives
Relational trust is a critical resource for school improvement (Bryk and Schneider, 2002; Bryk, Sebring, Allensworth, Easton, Luppescu, 2010). Researchers found that Chicago elementary schools with strong bases of relational trust had a much higher chance of improving key organizational conditions that are associated with improving student outcomes than schools with weak bases of relational trust.
The objectives of this study were to:
• expand the study of relational trust throughout Illinois
• examine whether differences in relational trust existed across varying types of schools (size, SES) and community locations (urbanicity)
• investigate the relationship between relational trust and test scores, and
• compare results to those of the Chilean study
Theoretical Framework
We drew on the framework of the Five Essential Supports (Bryk et. al., 2010), which is based on evidence that these organizational characteristics are related to improved student learning: school leadership, professional capacity, parent-community ties, student-centered learning climate, and instructional guidance. The essentials exist within a broader context of mutual trust – a key ingredient for school improvement.
Methods and Data Sources
Our data come from teacher surveys administered in Illinois schools in 2013 (N=1,564). To make our analysis comparable to that of Chile, we restricted our sample to schools serving 7th and 8th grades. The surveys measure the five essential supports in schools, including trust.
We investigated correlations among teacher trust measures and with student and key leadership measures. Through a regression analysis, we determined whether there were differences in trust measures across different community locations and school types and the relationship with average test scores.
Results
Teacher trust in the school principal, colleagues, and parents is highly correlated. We also found that when teachers trust their principal, there is a high probability that they believe their principal is a strong instructional leader (0.86). High teacher trust with colleagues, however, is only modestly correlated with teacher collaboration (0.39). Similar to the Chilean findings, there was little correlation between teacher-principal trust and teacher-student trust.
Dimensions of trust vary widely across the state by community location. For example, in Chicago, teachers tend to trust one another more than in any other part of the state, but exhibit the lowest level of trust with principals, compared to other locations.
In addition, we found a strong relationship with school SES and trust. Teachers in schools with affluent students report more trusting relationships with one another, principals, and parents, compared to teachers in more socioeconomically disadvantaged schools.
Scholarly Significance
This study expanded findings beyond Chicago, thus giving greater validity to the importance of trust. Since we know that trust forms a crucial foundation for school improvement, it is especially disconcerting to find that low income students are much less likely than their higher income peers to be exposed to environments where relational trust is strong. Children in Illinois are not afforded an equal opportunity to learn in positive and trusting school environments. This suggests that one focus for school leadership teams should be improving working relationships in their schools.

Authors

• Molly F. Gordon, University of Chicago

• Penny B. Sebring, University of Chicago

• Maria Luisa de la Torre, University of Chicago