Values and Beliefs Matter: Newly Qualified Teachers’ Experiences of Relational Trust

Year 2020, Volume: 9 Issue: 3, 329 - 347, 30.12.2020

Jenny Haagensen Gunilla Eklund Jessica Aspfors

Abstract

In Nordic and Finnish teacher education, emphasis has often been placed on the teaching process and content over the teachers’ ability to handle and take responsibility for relationships within the profession. This study aims to explore teachers’ experiences of their relationships with pupils and parents as well as their relational competence concerning these after one year of experience in the profession. The study uses the theoretical framing of relational trust. A total of 14 Finnish primary school teachers participated in the study. Data were collected from individual interviews and analysed using qualitative content analysis. Results reveal two main areas of knowledge—enhancements and challenges—relating to how newly qualified teachers experience their relationships with pupils and parents. Based on the results, the importance of enhancing the teachers’ consciousness of own values and beliefs are stressed for the creation of fruitful relationships based on trust.

Keywords

Newly qualified teachers, relational competence, relational trust

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