Feeling heard and respected
Relational trust and teacher wellbeing in Australian schools
Datos Bibliográficos
| ID | 21522500 |
|---|---|
| Autores | Duyen T Vo (0000-0003-3188-3611, Monash University, autor de correspondencia), Kelly‐ann Allen (0000-0002-6813-0034, The University of Melbourne), Andrea Reupert (0000-0003-1447-7769, Monash University) |
| Año | 2026 |
| Volumen | 53 |
| Número | 3 |
| Fecha de publicación | 2026-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Australian Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-026-00976-z |
| OpenAlex | W7162455061 |
| Idioma | EN |
| Referencias citadas | 58 |
This qualitative study explores how Australian teachers experience relational trust in their everyday school relationships, how these experiences influence their wellbeing (if at all), and the factors that they describe as fostering or hindering trust. Guided by a social capital lens, semi-structured interviews were conducted with 11 teachers, and the data were thematically analysed. The findings show that when relational trust was strong, namely the confidence teachers have in their colleagues and leaders, teachers were more likely to feel safe, supported, valued, and secure in their roles. Trust was fostered in school environments that were calm, consistent, and predictable, with clear expectations, processes, values, and authentic collegial relationships. Conversely, teachers’ experiences of isolation, exclusion, inadequate support from school leaders, and limited opportunities for decision-making diminished trust, weakened social capital, and undermined wellbeing. Drawing on teachers’ voices, this study adds to the wellbeing literature by demonstrating how relational trust can serve as a foundation for promoting teacher wellbeing in the Australian context
Feeling · Grounded theory · Qualitative research · Semi-structured interview · Social capital · Social trust · Early Childhood Education and Development · Parental Involvement in Education · Teacher Education and Leadership Studies
Unstructured and Semistructured Interviewing
Trust in leadership
Teacher well-being
Teachers, Stress, and the Covid-19 Pandemic
On the outcomes of teacher wellbeing
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
Improving Teacher Job Satisfaction
The Role of Trust
Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy
The relationship between distributed leadership and teacher well-being
Conceptualising five dimensions of relational trust
A time for benevolence. Trust between students and faculty at Chilean public high schools during the Covid-19 crisis
Teachers’ working conditions, wellbeing and retention
Unravelling the wellbeing needs of Australian teachers
An Exploration of the Experiences of Substitute Teachers
‘I cannot sustain the workload and the emotional toll’
Reflexivity in Qualitative Research
Reflecting on reflexive thematic analysis
Naplan discourses
Australian teachers’ conceptualisations of wellbeing at work
From struggling to flourishing and thriving
Collaborating in context
The role of teacher and faculty trust in forming teachers' job satisfaction
Undermining teachers’ social capital
Relational Trust
Using thematic analysis in psychology
Transformational leadership and teacher work performance
Teachers’ workload, turnover intentions, and mental health
Intercoder Reliability in Qualitative Research
Social Capital in the Creation of Human Capital
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |