Date of Award
Doctor of Education (EdD)
The quantitative research study described in the dissertation explored the correlation between relational trust of teachers and students, as perceived by the students, and student performance. Researchers have studied trust and student achievement at the secondary school level and from the adult's perspective; however, research is limited at the elementary school level, particularly from the student's perspective. A 20-item Student Trust Scale and the spring 2012 New York State English Language Arts scaled scores were collected from a sample population of (N = 375) student participants in grades 3, 4, 5 and 6. The purpose of the research was to identify whether there was a significant, positive correlation between the levels of trust of students and teachers, as measured by the students, and student performance levels at grades 3, 4, 5 and 6. The findings indicated there was not a significant correlation between relational trust (as measured by the Student Trust Scale) and achievement (as measured by the 2012 New York State English Language Arts examination). These findings were inconclusive. The literature indicates that relational trust is important for student success. Therefore, the study’s findings built a foundation for future scholarly research and future insight for practice and policy development. The study’s findings conclude that relational trust must be further researched to understand its potential value as an instructional tool, in order for educators to gain further insight into future practice and policy development.
Basch, Cheryl A., "Student-Teacher Trust Relationships and Student Performance" (2012). Education Doctoral. Paper 118.
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.