Difficulties in Teacher-Parent Relationships in China: How Trust is Formed Between Teachers and Parents

Abstract

Based on the actual situation in Chinese schools, this study identified the factors that lead to the establishment of trusting relationships, despite the expected burden on teachers in dealing with parents. The results of our questionnaire showed that not only the teacher's age and status as a classroom teacher, but also the teacher's working environment, the students' condition, and the parents' educational demands could be determinants of trust in their relationships with parents. In particular, we found that, although parental complaints increase the burden of dealing with parents, their demands on the education system have a positive impact on building trust with parents.

Therefore, it could be suggested that, if schools assigned a professional to handle complaints from parents, the burden on teachers could be reduced. Another finding of this study is that, in the process of building trust between teachers and parents, high educational demands from parents are given a positive meaning.