Mothers’ trust toward teachers in relation to teaching practices

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.

► Mothers trusted more in child-centered than teacher-directed teachers in the first school year. ► Teachers’ work experience affected to mothers’ trust in their child's teacher differently in each country. ► Classroom size, child gender and mothers’ educational level did not contribute to mothers’ trust in their child's teacher.