Trust for Teachers and School Adjustment : A Study of Junior High School Students

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  • Nakai Daisuke
    University of Tsukuba, Graduate School of Comprehensive Human Sciences:Japan Society for the Promotion of Science
  • Shoji Ichiko
    University of Tsukuba, Comprehensive Human Sciences

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  • 中学生の教師に対する信頼感と学校適応感との関連
  • チュウガクセイ ノ キョウシ ニ タイスル シンライカン ト ガッコウ テキオウカン トノ カンレン

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Abstract

The present study investigated the relations between students' trust for teachers and school adjustment. A sample of 457 junior high school students completed questionnaires, and the results were as following. (1) Students' trust for teachers influenced not only the student-teacher relationship but also other aspects of school adjustment including "willingness to learning," "future direction," "attitude toward school rules," and "attitude toward school activities." (2) At each grade level, students' trust for teachers had a different influence on adjustment to school life. In seventh grade, a "sense of security" toward teachers consistently influenced how they adapted to school. (3) In the eighth and ninth grades, in addition to "sense of security," "distrust" and "evaluation of role accomplishment" also had an influence. (4) At all three grade levels, in relation to students' trust for teachers, "sense of security" had the greatest influence on school adjustment. (5) School adjustment depended on the pattern of students' trust for teachers, e.g., a "trust type," "role dominance type," "distrust dominance type," and "ambivalent type."

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