The value of confidence in the school

Abstract

The article provides a reflection on the value of confidence in the school, emphasizing three central axes: confidence and teacher-student relationship, confidence and school coexistence, confidence and school improvement. For this purpose, the process was developed under a qualitative approach, operationalized in three phases: reflection, collection and analysis of information, which allowed contrasting analytical inferences, what could be called theoretical operationalization. It is concluded that confidence is a principle of action in the teacher-student relationship, and it is also identified as a key factor to strengthen coexistence and a strategic resource for school improvement. The construction of confidence in the school environment, given its impacts and benefits in the individual, collective and organizational dimensions, it is prescriptively configured as a key element in school life. It is also found that the value of trust in the educational institution is a topic to be explored and developed.