The Mediating Effects of Cognitive and Affective Bases of Teacher Trust in the Relationship Between Teachers’ Role Performance and School Satisfaction: The Comparison of Middle School Students and Mothers
Abstract
This study investigated the mediating roles of two dimensions of teacher trust, cognitive and affective bases, in the relationship between perceived teachers’ role performance and school satisfaction. Specifically, McAllister’s mediation model of two dimensional trust (1995) was used to develop a research model, which hypothesized that the positive perception of teachers’ role performance would lead to greater cognitive trust toward teachers, which, in turn, would predict school satisfaction both directly and indirectly mediated by affective trust toward teachers. In addition, we compared the model of students with that of their mothers. A total of 181 middle school students and 200 mothers completed an online survey consisting of the Teacher Role Performance scale, Teacher Trust scale, and School Satisfaction scale. Structural Equation Modeling was used to analyze the data. The results yielded a good fit to the data, although the path from cognitive trust to school satisfaction was not significant. The indirect effect of double mediations of cognitive and affective trust was significant. The comparison of students and mothers showed that school satisfaction among students was predicted by both cognitive and affective trust, while that of mothers was associated only with affective trust. This implies that the cognitive and affective dimensions of teacher trust may serve differential roles and particularly function differently for students and parents.
- keywords
- teachers, role performance, trust, school satisfaction, students, parents, 교사, 역할수행, 신뢰, 학교만족도, 학생, 학부모
Reference
강선희 (2010). 초등학교 담임교사의 역할에 대한 학생과 학부모, 교사의 기대 차이 연구. 초등교육학연구, 17(2), 1-25
고효실 (2006). 담임교사 역할에 대한 중학생의 기대와 지각에 관한 연구. 제주대학교 교육대학원 석사학위논문.
권임숙 (2010). 학부모의 학벌주의 인식과 교육기관과의 의사소통이 공/사교육 만족도에 미치는 영향. 경북대학교 교육대학원 석사학위논문.
김두환, 김지혜 (2011). 부모ㆍ친구ㆍ교사와의 사회적 관계와 고등학생의 학교생활만족도. 한국사회학, 45(4), 128-168.
김태련, 박정애 (1998). 대학교육환경과 학습자의 만족도와의 관계. 교육행정학연구, 16(2), 239-258.
김효정, 이길재, 이정미 (2013). 학교 구성원별 학교 만족도에 영향을 미치는 학교 특성 비교 분석. 교육행정학연구, 31, 183-209.
문은식 (2002). 청소년의 학교생활 적응 관련변인의 탐색적 고찰. 교육연구논총, 23(1), 153-167.
박양동, 고재홍 (2008). 담임교사의 권력기반이 중고등 학생들의 학교규범 준수행동, 학교만족 및 성적에 미치는 영향. 한국청소년연구, 19(1), 91-115.
박지혜, 라종민 (2016). 교원능력개발평가 자유기술식 응답을 통한 동료교원, 학생, 학부모가 기대하는 교사의 역할 분석. 교육문제연구, 29(1), 21-41.
송영윤 (2008). 일반계고등학교 학급담임교사의 역할수행에 대한 교사의 지각과 학생․학부모의 기대 비교. 경남대학교 석사학위논문.
신용주, 최지은 (2003). 청소년이 지각한 부모-자녀 관계, 또래 관계, 교사와의 관계가 학교생활 적응에 미치는 영향. 대학가정학회지, 14(2), 199-210.
오승모 (2000). 고등학교 교사의 역할기대와 실제 역할 수행간의 인식차이에 관한 연구. 고려대학교 석사학위논문.
이미숙, 이홍우, 이진춘 (2010). 전문계 고등학교에서의 교육품질, 학교생활만족도, 지각된 학업성과 간 관계에 대한 연구. 경영교육연구, 63, 117-141.
이봉주, 김광혁 (2009). 학교생활이 즐거우면 성적도 오를까? 학교만족도가 학업성취에 미치는 영향 분석. 한국사회복지학, 61(4), 287-306.
이숙정 (2005). 교사신뢰척도 개발 및 교사신뢰와 학교효과 변인의 관계모형 검증. 숙명여자대학교 박사학위논문.
이숙정, 한정신 (2004). 교사신뢰척도 (Trust Scale) 의 개발 및 타당화 연구. 교육심리연구, 18(3), 23-39.
이진숙 (2002). 중학생의 학교생활 만족도에 관한 연구: 일반학급과 특수학급 청소년의 비교를 중심으로. 명지대학교 석사학위논문.
홍세희 (2000). 구조 방정식 모형의 적합도 지수 선저기준과 그 근거. 한국심리학회지 : 임상. 19(1), 161-177.
황여정, 김경근 (2006). 일반계 고등학생의 학교만족도 결정요인. 교육사회학연구, 16, 181-203.
Balliet, D., & Van Lange, P. A. (2013). Trust, conflict, and cooperation: a meta-analysis. Psychological Bulletin, 139(5), 1090.
Bandalos, D. J., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.) New developments and techniques in structural equation modeling (pp. 269-296). Mahwah, NJ: Lawrence Erlbaum.
Barnette, J. J. (2000). Effects of stem and Likert response option reversals on survey internal consistency: If you feel the need, there is a better alternative to using those negatively worded stems. Educational and Psychological Measurement, 60(3), 361-370.
Benjamin, M., & Hollings, A. (1997). Student Satisfaction: Test of an Ecological Model. Journal of College Student Development, 38(3), 213-28.
Butler, J. K. (1991). Toward understanding and measuring conditions of trust: Evolution of a conditions of trust inventory. Journal of management, 17(3), 643-663.
Chan, K. W., Huang, X., & Ng, P. M. (2008). Managers’ conflict management styles and employee attitudinal outcomes: The mediating role of trust. Asia Pacific Journal of Management, 25(2), 277-295.
Connell, J., Ferres, N., & Travaglione, T. (2003). Engendering trust in manager-subordinate relationships: Predictors and outcomes. Personnel Review, 32(5), 569-587.
Deutsch, M. (1958). Trust and suspicion. Journal of conflict resolution, 2(4), 265-279.
Evans, J. St. B. T. (2006). The heuristic-analytic theory of reasoning: Extention and evaluation. Psychonomic Bulletin and Review, 13(3), 378-395
Evans, J. St. B. T. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 59, 255-278
Friedman, B. A., Bobrowski, P. E., & Markow, D. (2007). Predictors of parents' satisfaction with their children's school. Journal of Educational Administration, 45(3), 278-288.
Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337.
Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School leadership, 9, 184-208.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55.
Jackson, P. W. (1990). Life in classrooms. Teachers College Press.
Johnson-George, C., & Swap, W. C. (1982). Measurement of specific interpersonal trust: Construction and validation of a scale to assess trust in a specific other. Journal of personality and social psychology, 43(6), 1306- 1317.
Karasek, R. A., & Theorell, T. (1990). Health Work. New York, NY: Basic Book.
King, A. L. D., Huebner, S., Suldo, S. M., & Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1(3-4), 279-295.
Larzelere, R. E., & Huston, T. L. (1980). The dyadic trust scale: Toward understanding interpersonal trust in close relationships. Journal of Marriage and the Family, 42(3), 595-604.
Lewis, J. D., & Weigert, A. (1985). Trust as a social reality. Social Forces, 63(4), 967-985.
Marks, R. B. (2000). Determinants of student evaluations of global measures of instructor and course value. Journal of Marketing Education, 22(2), 108-119.
McAllister, D. J. (1995). Affect-and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of management journal, 38(1), 24-59.
Pillai, R., Schriesheim, C. A., & Williams, E. S. (1999). Fairness perceptions and trust as mediators for transformational and transactional leadership: A two-sample study. Journal of management, 25(6), 897-933.
Porter, L. W., Lawler, E. E., & Hackman, J. R. (1975). Behavior in Organizations. New York, NY: McGraw-Hills.
Rempel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. Journal of Personality and Social Psychology, 49(1), 95-112.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, 81(4), 493-529.
Rotter, J. B. (1967). A new scale for the measurement of interpersonal trust. Journal of personality, 35(4), 651-665.
Russell, D. W., Kahn, J. H., Spoth, R., & Altmaier, E. M. (1998). Analyzing data from experimental studies: A latent variable structural equation modeling approach. Journal of Counseling Psychology, 45(1), 18-29.
Samdal, O., Nutbeam, D., Wold, B., & Kannas, L. (1998). Achieving health and educational goals through schools—a study of the importance of the school climate and the students' satisfaction with school. Health education research, 13(3), 383-397.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological methods, 7(4), 422-445.
Silins, H., & Mulford, B. (2004). Schools as learning organisations-Effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15(3-4), 443-466.
Sivandani, A., Koohbanani, S. E., & Vahidi, T. (2013). The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school students in Birjand. Procedia-Social and Behavioral Sciences, 84, 668-673.
Sloman, S. A. (1996). The empirical case for two systems of reasoning. Psychological Bulletin, 119(1), 3-22
Slovic, P., Peters, E., Finucane, M. L., & MacGregor, D. G. (2005). Affect, risk, and decision making, Health Psychology, 24(4S), S35-S40
Weijters, B., Geuens, M., & Schillewaert, N. (2009). The proximity effect: The role of inter-item distance on reverse-item bias. International Journal of Research in Marketing, 26(1), 2-12.
Zhu, Y., & Akhtar, S. (2014). The mediating effects of cognition-based trust and affect-based trust in transformational leadership's dual processes: evidence from China. The International Journal of Human Resource Management, 25(20), 2755-2771.
- Downloaded
- Viewed
- 0KCI Citations
- 0WOS Citations