Construcción y pérdida de la confianza de docentes: Un análisis de incidentes críticos

Abstract

Relational trust has been identified as a central factor in school improvement processes. It has a dynamic character and is determined by benevolence, honesty, openness, predictability and competence facets. A deficiency of any of these can undermine confidence within schools. This article seeks to identify the situations that trigger the construction and loss of confidence of the teachers in both their peers and the board of directors. The technique used was critical incidents' interviews. Thirty-four teachers from the Region of Valparaiso participated. The loss of trust is especially significant for teachers, and there are similarities in terms of the aforementioned incidents regarding loss as a gain in trust. The teachers' initial arrival at to schools is a crucial moment in building bonds of trust. There is a greater preeminence of the facet of benevolence in the incidents narrated both in relation to their peers and to the directors. Regarding the facet of competence, behavioral aspects predominate over functional ones.