Trust in Schoolteachers: A Scoping Review Protocol

Abstract

Student–teacher relationships are highly important issues in education. Trust between these actors seems crucial in terms of forming a pedagogical alliance. Studies also suggest that educational systems dominated by test regimes may reduce trust in teachers. In this protocol, we describe a scoping review that will map research on students’ trust in schoolteachers. Specifically, we will examine what research designs have been applied, whether trust is studied as a result of a process or as a cause that affects other factors, and finally, whether student–teacher trust is studied in a micro perspective, organizational perspective, or a societal perspective. Ten databases will be searched, including ERIC, CINAHL, Web of Science, and Scandinavian scientific databases.