Student trust of teacher as a function of socio‐communicative style of teacher and socio‐communicative orientation of student

A student's trust of a teacher is seen as an important factor in determining the degree to which that student will be open to being taught by that teacher. Trust, then, is seen as a necessary component of a student‐teacher relationship for maximal learning to occur. The present research found that student perceptions of both increased teacher assertiveness and increased teacher responsiveness were associated with increased trust of the teacher. The relationship of perceived assertiveness with trust, however, was mediated by the student's own assertiveness level. Highly assertive teachers produced the most trust in students who were also highly assertive. Increased assertiveness was not associated with increased trust for less assertive students. The positive relationship of teacher responsiveness with student trust was not affected by differing levels of student responsiveness. Highly assertive teachers are cautioned to moderate their assertive behavors when dealing with timid, shy, or reserved students