Do You Trust Me? A Systematic Literature Review on Student-teacher Trust Relationships and School Identification

Abstract

Trust between a student and a teacher and school identification are described in scientific research as focal points of learning, personal development and satisfaction, and a basis for a positive school culture that can impact the whole community. Yet, both constructs are still challenging scientists as to their components, incidence and links. Additionally, empirical studies have mainly explored the relationships between either student-teacher trust or school identification with proximal constructs, and their impact in other aspects of school life, and few address the two constructs simultaneously. The accuracy of their definition and the grasping of their mutual connections seems an important step to take, to further research and enhance school environments. This study consists of a systematic literature review, which seeks to contribute for the understanding of the latest findings about trust between students and their teachers, and about school identification, in basic education, attempting to clarify their definitions and relations, distinguishing them from other proximal constructs, namely school belonging. The PRISMA Statement (Moher et al., 2009; Page et al., 2018) is adopted as methodological procedure for data collection and analysis. The research protocol includes articles presenting empirical studies, published in peer-reviewed academic journals, between January 2000 and March 2021, accessed in Web of Science and B-On. Results will be presented according to the PICOS approach. Key variables and findings related to both constructs will be discussed. Finally, strengths, limitations, important implications and suggestions for future research on the subject will be briefly addressed



Author Information
Isabel Brito, Universidade da Beira Interior, Portugal
Ema Patrícia Oliveira, Universidade da Beira Interior, Portugal
Ludovina Ramos, Universidade de Évora, Portugal

Paper Information
Conference: ECE2021
Stream: Teaching Experiences

This paper is part of the ECE2021 Conference Proceedings (View)
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