Consortium on Chicago School Research

Snapshot 2003: Student-Teacher Trust

Students' perceptions about the quality of their relationships with teachers. High levels indicate that there is trust and open communication between students and teachers.

Definition of Categories Charted Above

Category	In Chicago Public Schools:
1 No trust	students disagree that their teacher has a good reason for telling them not to do something, cares about them and what they think, does not get mad when they make mistakes, will always listen to students' ideas, always tries to be fair, and makes them feel safe and comfortable. Students disagree or strongly disagree that their teacher does not punish students without knowing what happened and keeps his or her promises.
2 Minimal trust	some students agree and others disagree that their teacher has a good reason for telling them not to do something and cares about what they think. Students disagree with all other items on the scale.
3 Strong trust	students agree that their teacher has a good reason for telling them not to do something, cares about them and what they think, does not get mad when they make a mistake, will always listen to their ideas, always tries to be fair, and makes them feel safe and comfortable. Some students agree and others disagree that their teacher does not punish students without knowing what happened and keeps his or her promises.
4 Very strong trust	students strongly agree that their teacher has a good reason for telling them not to do something, cares about them and what they think, does not get mad when they make a mistake, will always listen to their ideas, always tries to be fair, and makes them feel safe and comfortable. Students agree or strongly agree that their teacher does not punish students without knowing what happened and keeps his or her promises.

To see the items making up this measure and the response frequencies for each item, click here.

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