Relational Trust and Public Perception of Educational Reforms

- Траверсе, Т.М. (orcid.org/0000-0002-9031-1173) and Чуніхіна, Світлана (orcid.org/0000-0002-0813-6741) (2020) Relational Trust and Public Perception of Educational Reforms Наукові студії із соціальної та політичної психології, 46 (49). pp. 210-220. ISSN 2706-9672

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Abstract

The purpose of the article is to define the ways in which confidence-building relations in the education system can be established and strengthened as a factor in the successful implementation of educational reforms. A review of recent studies and publications on trust has shown that the success of educational reforms depends to a large extent on the positive attitude of the pedagogical community and the public at large. The most reliable basis, and at the same time a prerequisite for positive relations, can be relational trust that is formed at all levels of interpersonal, inter-group and organizational interaction in the process of implementing educational reforms. First of all, there is the relational trust between the teacher and the pupil, the teachers and parents, the teachers and the school administration, and the teachers within the professional community. It has been shown that the Ukrainian pedagogical community suffers from a lack of trust at each of these levels of relations, which is a significant obstacle to the formation of a positive attitude towards educational reforms and their successful implementation. The analysis highlighted three approaches to confidence-building, namely, 1) a cognitive mindset, 2) social competence and 3) a management mechanism. As a cognitive mindset, relational trust involves a willingness to perceive specific relationships as predictable, safe, and secure. A sufficient level of awareness of the planned reforms as well as positive experience of interaction with other actors in the educational process play a significant role in building confidence in educational reforms. As a private case of social competence, a relational trust consists of clusters of communicative skills and personal qualities like kindness, virtue, and competence. Building trust also depends on the level of self-confidence. As a management mechanism, the relationship of trust is a substitute for, and to some extent antagonistic to, control. Prospects for the practical application of the results are related to the areas of confidence-building outlined. In the context of educational reforms, this means building managerial, transparent and participatory decision-making, devolution and decentralization of authority, peer learning and the exchange of professional experience.

Item Type:	Article
Keywords:	relational trust; educational reform; mindset; social competence; governance
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.06 Social problems in education. Human contacts, relationships
Divisions:	The Institute of Social and Political Psychology > Laboratory for Psychology of Communication
Depositing User:	Світлана Чуніхіна
Date Deposited:	09 Jul 2021 11:22
Last Modified:	09 Jul 2021 11:22
URI:	https://lib.iitta.gov.ua/id/eprint/725845

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