2008．第36卷第12期（Vol. 36 Nos. 12）．pp. 122
Building Trust and Collaboration in Home-School Partnership
何瑞珠（Esther Sui-Chu HO）
無論在社會學、政治學、經濟學、心理學或人類學，信任關係的建立都是個愈來愈重要的研究課題（Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Newton, 2004; Putnam, 1993, 2000）。在教育上，對學校改進及改革而言，建立信任關係既是手段，亦是目的（Brown, 1998; Bryk & Schneider, 2002; Meier, 2002; Moye, Henkin, & Egley, 2005）。尤其在現行權力下放、私營化、問責制及學券制等教育改革浪潮下，不少教育改革者提倡通過家校合作，提高學生、家長及教師的互信，從而改善學習氣氛及學校效能（Adams & Christenson, 1998, 2000; Epstein, 1990）。本文嘗試釐清教師與家長及學生的信任關係的本質，探討家校合作與家校信任的關係，並分析家校合作與家校信任對學校效能的可能影響。
There has been a growing interest in the study of social trust among contemporary social scientists in the field of sociology, political science, economics, psychology, and anthropology (Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Newton, 2004; Putnam, 1993, 2000). In the context of education, trust is not only a means but also an end of school improvement and reform (Brown, 1998; Bryk & Schneider, 2002; Meier, 2002; Moye, Henkin, & Egley, 2005). Under the recent waves of reforms that center on decentralization, privatization, accountability and voucher scheme, reformers advocate that home-school collaboration can enhance trust among students, parents and teachers, which in turn would improve school climate and school effectiveness (Adams & Christenson, 1998, 2000; Epstein, 1990). This article aims to clarify the nature of trust teachers have toward students and parents, to examine the relationship between collaboration and trust in home-school partnership, and to analyze the possible impact of home-school collaboration and trust on school effectiveness.