The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs

Abstract

This study was aimed to identify the relationship between teachers’ trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed by Mayer and Davis (1999), and beliefs about discipline inventory which was developed by Glickman and Tamashiro (cited in Wolfgang & Glickman, 1986). The relationship between teachers’ trust in students and their beliefs about classroom discipline were tested using correlation technique. Results indicated that there was a moderate, negative relationship between teachers’ trust in students and their scores of rules and consequences model; there was a low, positive relationship between teachers’ trust in towards students and their scores of relationship-listening model; and there was a low, positive relationship between teachers’ trust in students and their scores of confronting-contracting model.