6533b826fe1ef96bd1284822

RESEARCH PRODUCT

Mothers’ trust toward teachers in relation to teaching practices

Marja-kristiina LerkkanenEija PakarinenPirjo-liisa PoikonenEve KikasJari-erik Nurmi

subject

Sociology and Political ScienceEarly childhood classroomTeaching methodeducationMultilevel modelbehavioral disciplines and activitiesEstonianlanguage.human_languageEducationDevelopmental psychologyTeaching stylesDevelopmental and Educational Psychologylanguageta516Relation (history of concept)PsychologySocial psychologyta515Classroom teacher

description

Abstract This study examined the extent to which mothers’ trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004 ). Mothers in Finland (n = 266) and in Estonia (n = 348) filled in questionnaires measuring their trust in their child's first grade teacher. The connection between mothers’ education, child gender, and classroom size in relation to mothers’ trust was also investigated. The results of multilevel modeling showed that mothers in both countries trusted more in teachers who were characterized by a higher level of child-centered teaching practices than teacher-directed teaching practices. Furthermore, Estonian mothers showed greater trust in more experienced teachers. The results emphasize the importance of teaching practices in promoting mothers’ trust in their child's teacher.

yearjournalcountryeditionlanguage
2013-01-01Early Childhood Research Quarterly
https://doi.org/10.1016/j.ecresq.2012.04.005