Relational Trust in Schools: A Literary Review from 2000 to 2019

Abstract

The article provides a literary review on relational trust in the school context during the period 2000 to 2019. Bibliometric and content analysis techniques were applied for the study, from research found in the Web of Science, Scopus and SciELO databases. The analysis allows us to conclude that: although trust is a key factor in the educational process and linking with school improvement, it has been little studied in the educational field worldwide, however, it denotes a growth in scientific production in the last decade. The concept of relational trust applied to the school context dating from the seventies in Europe, has recently begun to gain strength in Latin America with studies carried out in Chile on the relationships between teachers and principals. It is necessary to strengthen the relational trust between the different actors in the school, to promote research and monitoring in the field.