Models for Conceptualizing Trust in Teacher-Parent Communication

Communication, Dialogue, Education

DOI 10.55206/VZHI1754

 Gergana Kateva

Sofia University „St. Kliment Ohridski“, Faculty of Pedagogy


Abstract: Trust is an important determinant of communication and relationships in professional contexts and interpersonally. It is also essential in pedagogical communication between teachers and parents for the successful implementation of pedagogical goals, easier adaptation of students, as well as in enhancing their motivation and learning outcomes. This article discusses different perspectives through which trust can be defined and analysed, and the understanding of trust varies depending on the analytical level chosen. A theoretical review is made of several models of trust that could conceptually serve as a basis for the study of pedagogical communication between teachers and parents. The explanatory power of Bentele’s (2008) ‘layered’ model is discussed in terms of trust at the micro, meso and macro levels. Mayer’s (1995) and Blӧbaum’s (2016) dispositional models are analysed, identifying major categories of characteristics as antecedents of trust ‘investment’ at the interpersonal level. The features of the dynamic model of trust are outlined with its potential to analyze social interactions between individuals and with a focus on the factors that influence the process of trust building and breaking down. All these models have been developed and validated in different research contexts and could support a deeper understanding and study of the phenomenon in a pedagogical setting.

Keywords: models, pedagogical communication, trust, teachers, parents.

Rhetoric and Communications Journal, issue 56, July 2023

Read the Original in Bulgarian