The Formation of Parent-School Trust: A Multilevel Analysis

Autor/inn/en	Adams, Curt M.; Forsyth, Patrick B.; Mitchell, Roxanne M.
Titel	The Formation of Parent-School Trust: A Multilevel Analysis
Quelle	In: Educational Administration Quarterly, 45 (2009) 1, S.4-33 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X08327550
Schlagwörter	Poverty; Trust (Psychology); School Size; School Role; School Effectiveness; Parents; Parent School Relationship; Institutional Characteristics; Predictor Variables; Socioeconomic Status; Racial Composition; School Policy; Context Effect; Educational Environment; Social Influences + Suchen Sie Ihr Suchwort? Armut; Schuleffizienz; Eltern; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Schulpolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss
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 ([beta]5j = 5.0, p less than 0.01) and school identification ([beta]4j = 2.7, p less than 0.01) 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. (Contains 2 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10