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Examines trust in teachers' role on character and school perceptions in rural students, suggesting significant positive relationships.
This study highlights the efforts of a U.S. Department of Education’s Office of Safe and Drug Free Schools Partnerships in Character Education Program grant awarded to an Appalachian region state education agency to study the effect of the integration of character education models into rural schools. More specifically, this study focuses on data collected regarding the role of students’ trust in teachers to the instructional and developmental process. The participants from this study were recruited from four rural schools (2 middle schools and 2 high schools). The student participants recruited at the middle/high school level consist of 151 males (42%) and 199 females (55%) for a combined N =3 66 (14 nonreports). Post hoc correlation analysis identifies numerous positive significant relationships between students’ self-reported levels of trust in teacher and students’ perceptions of one’s own character, educational attitudes and school climate.
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Corrigan et al. (2010) studied this question.
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