Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

Audrey Addi-Raccah

doi:10.1177/0042085912437795

Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

Audrey Addi-Raccah

School of Education

Tel Aviv University

Research output: Contribution to journal › Article › peer-review

Abstract

The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social roles to trust depending on the school's social composition. In schools with low socioeconomic composition, teachers highly trusted colleagues. In schools with high socioeconomic composition, teachers trusted clients. Trust was linked to teachers' plans to continue teaching. The implications of these findings regarding teachers' work are discussed.

Original language	English
Pages (from-to)	835-864
Number of pages	30
Journal	Urban Education
Volume	47
Issue number	4
DOIs	https://doi.org/10.1177/0042085912437795
State	Published - Jul 2012

Keywords

parental involvement
school
socioeconomics

All Science Journal Classification (ASJC) codes

Education
Urban Studies

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10.1177/0042085912437795

Cite this

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title = "Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel",

abstract = "The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social roles to trust depending on the school's social composition. In schools with low socioeconomic composition, teachers highly trusted colleagues. In schools with high socioeconomic composition, teachers trusted clients. Trust was linked to teachers' plans to continue teaching. The implications of these findings regarding teachers' work are discussed.",

keywords = "parental involvement, school, socioeconomics",

author = "Audrey Addi-Raccah",

note = "Funding Information: The study was supported by the Pollack Foundation, the unit of Sociology of Education, School of Education, Tel-Aviv University.",

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Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

Abstract

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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