THE PROFESSIONAL SELF-IMAGE OF TEACHERS IN THE MIRROR OF PARENTAL PERCEPTIONS
Keywords:
teacher metaperception, professional identity, parental perceptions, trust, school–family partnershipAbstract
This study examines how teachers perceive parents’ evaluations of their professional competence and how this perception relates to the sense of established trust and the formation of professional identity. The research is motivated by the understanding that the social image of the teacher—especially as seen through the eyes of parents—is crucial for professional self-assessment and the quality of school–family partnerships.
The study involved 171 teachers from various educational levels and regions in Bulgaria. A questionnaire was used, including a scale measuring teachers’ metaperceptions regarding their professional competence, along with questions related to their perception of the professional role. This was followed by a direct self-assessment of the level of trust established in their relationships with parents.
The results reveal a predominantly positive picture—teachers believe that parents perceive them as competent and open in communication. The highest ratings are given for professional competence and communication skills, while emotional engagement and conflict mediation are less strongly recognized. Perceived trust is high and significantly related to ratings of professional and communicative competence. The data confirm the social nature of professional identity and the role of metaperception as a mechanism for professional adaptation and affirmation.
The study emphasizes that trust between teachers and parents is not only an outcome of competence and effective communication skills, but also a strategic resource for building sustainable partnerships in the interest of students. Identified deficits in emotional engagement and mediation skills point to the need for targeted professional development in these areas. Additionally, the findings align with international research that highlights the importance of interpersonal competencies and a culture of trust for effective school–family interaction. The study contributes to the understanding of relationship dynamics in the Bulgarian educational context and highlights opportunities for future research and interventions aimed at strengthening trust as a key factor in a quality educational environment.
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