The Influence Mechanism Of Trust Between Teachers And Students In Teaching Quality

Teaching quality is an important standard to weigh the education work in universities. Now it has caught much attention. Previous studies mainly discuss the influence of teaching quality from four factors, included schools, teachers, students and families. Some researches involve the trust between teachers and students also can produce important influence on teaching quality in universities, but the influence mechanism how the trust between teachers and students affect the teaching quality is not very clear. Whether the teachers’ and students’ trust in universities directly affect the teaching quality, or indirectly affect the teaching quality by a certain intermediary variables. Also whether the demography variables of teachers and students play regulatory roles while trust between teachers and students directly affect the teaching quality in universities. Therefore, it is an important theoretical significance and practical significance to explore the influence mechanism how trust between teachers and students affect the teaching quality for improving the universities’ teaching quality.Firstly, based on the social capital theory, field theory, social exchange theory and other theories, we sort out the relevant literature about the influence mechanism of organizational trust to organization performance so that we choose four variables contained teachers’ and students’ volunteerism, self-efficacy, sharing knowledge and the degree of involvement as mediating variables in the influence mechanism. Also we define the concept of relevant variables. Because the content of teachers’ and students’ trust is different, so we especially divide the content of teachers’ and students’ trust into the teachers’ and students’ knowledge and ability trust, character trust and emotional trust. This paper puts forward the hypothesis that teachers’ and students’ trust in university(teachers’ and students’ knowledge and ability trust, character trust and emotional trust.) can not only have a direct impact on the teaching quality, but also have a indirect impact on the teaching quality by teachers’ and students’ volunteerism, self-efficacy, sharing knowledge and the degree of involvement these four mediating variables. Moreover, the demographic variables about teachers(gender, occupation, seniority, teaching discipline and school) and students(school, grade, specialty, gender) play regulatory roles when trust between teachers and students directly impact on the teaching quality.Secondly, combined with the present situation, relevant literature as well as scales, we design two scales respectively, included the scale of the teachers’ trust impact on the teaching quality in universities and the scale of the students’ trust impact on the teaching quality in universities. We survey 300 teachers and students in six universities respectively in Jiangxi Province, contained Nanchang University, Jiangxi Agricultural University, Jiangxi Normal University, Jiangxi University of Finance and Economics, Nanchang Institute Of Technology and East China Jiaotong University, to obtain the raw data in this study. We use SPSS16.0 and AMOS17.0 software to analyze the date’s reliability and validity and to examine the effect of each variable, so that we find scales design legitimately.Furthermore, we use the structural equation model to explore the mechanisms how teachers’ trust and students’ trust affect the teaching quality in universities. Research shows that:(1) in university, teachers’ character trust can produce a direct impact on the teaching quality;(2) teachers’ character trust can indirectly affect teaching quality through teachers’ sharing knowledge, teaching inputs(energy focused investment and investment) and teaching self-efficacy(self-efficacy of general education) these three mediating variables;(3) teachers’ gender, teaching discipline and school play regulatory roles when teachers’ character trust directly impact on the teaching quality;(4) in university, students’ knowledge and ability trust can have a direct impact on the teaching quality;(5) students’ knowledge and ability trust through students’ volunteerism, learning inputs(the emotional investment and cognitive inputs) and student learning self-efficacy these three mediating variables indirectly affect the teaching quality of university;(6) students’ grade(freshman, sophomore, junior) plays a regulatory role when students’ knowledge and ability trust can have a direct impact on the teaching quality.Finally, based on the empirical analysis, from these perspectives of teachers’ character trust, teachers’ character trust, teachers’ sharing knowledge, students’ volunteerism, teachers’ and students’ degree of involvement and self-efficacy,we put forward some measures to improve teaching quality in universities.