Trust in teachers: A motivating element to learning

Document Type

Article

Publication Date

2008

Abstract

Trust is an integral component for culturally sensitive pedagogy (Jackson, 1994). This study sought to support that gains in teaching effectiveness can be obtained by sharing responsibilities with students, and working together to build trustful bonds. The participants for this study were 200 college students enrolled in an introductory communication studies course at a large mid-Atlantic university. Participants completed a multiple scale survey to help clarify the relationship between one’s level (during high school) of trust in teachers, learner empowerment, and motivation to learn. Results of a Pearson correlation supported numerous positive relationships between trust, motivation, and empowerment.

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