„Schüler/innen in österreichischen Schulen der Sekundarstufe 1 stehen der Schule größtenteils positiv oder zumindest neutral gegenüber: 59 % geben an, gern oder sehr gern in die Schule zu gehen, etwa ein Viertel (27 %) äußert sich neutral. Insbesondere in ihrer Klasse fühlen sich die meisten Schüler/innen wohl. Mehr als drei Viertel der Schüler/innen äußern sich in Bezug auf ihre Klasse positiv, weitere 15 % neutral. Nur 9 % geben an, (sehr) unzufrieden mit ihrer Klasse zu sein.“

BIFIE (Hrsg.), „Standardüberprüfung 2017. Mathematik, 8. Schulstufe. Bundesergebnisbericht“ (2018), S. 32

„93 % aller Schülerinnen und Schüler betrachten die eigene soziale Eingebundenheit als eher hoch oder hoch und nur 1 % gibt eine niedrige soziale Eingebundenheit an. Dieses hohe Zugehörigkeitsgefühl zur Schule belegen für Österreich auch im internationalen Vergleich die Ergebnisse der OECD-Studie PISA 2012.“

BIFIE (Hrsg.), „Standardüberprüfung 2017. Mathematik, 8. Schulstufe. Bundesergebnisbericht“ (2018), S. 32

„Schüler/innen in österreichischen Schulen der Sekundarstufe 1 stehen der Schule größtenteils positiv oder zumindest neutral gegenüber: 60 % geben an, gern oder sehr gern in die Schule zu gehen, etwa ein Viertel äußert sich neutral.“

BIFIE (Hrsg.), „Standardüberprüfung 2016 – Deutsch, 8. Schulstufe, Bundesergebnisbericht“ (2017), S. 36

Nur 12 Prozent der AHS-SchülerInnen und 16 Prozent der HauptschülerInnen bzw. NMS-SchülerInnen gehen „ungern“ oder „sehr ungern“ in die Schule!

„In 2016, 67 % of citizens reported being satisfied with the education system and schools in the city or area where they live, which is also comparable to the satisfaction level before the financial and economic crisis.“

OECD (Hrsg.), „Government at a Glance 2017“ (2017), S. 232

In Österreich sind sogar 72 % der BürgerInnen mit dem Schulwesen zufrieden.

Japan: „The high levels of stress are reflected in Japan’s suicide rates, which are among the highest in the world, including among younger generations.“

UNESCO (Hrsg.), „Happy Schools!” (2016), S. 28

Südkorea: „Despite being one of the highest performing countries in PISA, 2012 results also showed that Korean 15-year-olds reported being the unhappiest among all participating countries. This unhappiness among Korean children appears to stem from the education system and, more specifically, from the pressure they face to excel academically.“

UNESCO (Hrsg.), „Happy Schools!” (2016), S. 29

„While 15 year-olds in Estonia do very well in international assessments, the percentage of students who feel happy at school, however, is one of the lowest among OECD countries.“

OECD (Hrsg.), „OECD Reviews of School Resources – Estonia“ (2016), S. 65

„2012 geben mehr als 80 % aller Schüler/innen an, mit ihrer Klasse und ihren Mitschülerinnen und Mitschülern sehr bzw. eher zufrieden zu sein.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2015, Band 1“ (2016), S. 80

„In 2012, Austrian students reported the highest level of overall well-being as measured by an index of sense of belonging at school across all OECD countries participating in PISA 2012.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 55

„Trust impacts the governance of education systems in a number of ways. It enables stakeholders to take risks, facilitates interactions and co-operation, and reduces the need for control and monitoring.“

OECD (Hrsg.), „Governing Education in a Complex World“ (2016), S. 222

„Trust in the system impacts not only the functioning of the system, but also the actions of individual actors in the system.“

OECD (Hrsg.), „Governing Education in a Complex World“ (2016), S. 222

„82 % of students are satisfied with their school (a larger proportion than in most OECD countries) and 77 % of students find the conditions in their school ideal, compared to the OECD average of 61 %.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 117

Österreichs 15-Jährige:

„While in 2003 Austria was already one of the countries where students expressed the strongest sense of belonging at school, the situation improved further until 2012: the proportion of students who reported that they feel lonely at school shrank from an already low level, and the proportion of students who reported that other students seem to like them increased from 78 % to 94 %.“

Michael Bruneforth, MA, u. a., „Country Background Report for Austria“ (2015), S. 117

„Rund 70 % aller Eltern wenden sich bevorzugt an (Beratungs-)Lehrer oder sie befragen andere Eltern (69 %). Lehrer genießen unter den verschiedenen Ansprechpartnern auch mit Abstand das größte Vertrauen, quer durch alle Schichten.“

Allensbach (Hrsg.), „Was Eltern wollen“ (2015), S. 7

„Finnish education is characterised by a high level of trust in all the parties concerned, in particular teachers. This enables highly trained individuals to perform well and to remain highly motivated.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 90

„Scotland has a historic high regard for learning, education and teachers, and the trust it invests in teachers’ professional judgment is admirable.“

OECD (Hrsg.), „Improving Schools in Scotland“ (2015), S. 17

„The relationship between trust and individual support for public education expenditures might explain why high-trust countries are more likely to have high levels of public expenditure.“

Dr. Nurullah Gur u. a.„In Public Education Expenditures We Trust: Does Trust Increase Support for Public Education Expenditures?“ in „Educational Sciences: Theorie & Practice“ (2015), 15(2), S. 379

„In Finland teachers and schools enjoy strong public confidence. Parents trust teachers the way that they trust their dentists.“

Univ.-Prof. Dr. Pasi Sahlberg, „Finnish Lessons 2.0“ (2015), S. 117

„Monitoring is not always the solution because it is costly and can have perverse effects on incentives if it is badly implemented. Moreover, monitoring can actually create a system of distrust between stakeholders.“

Dr. Lucie Cerna, „Trust: What it is and Why it Matters for Governance and Education“ (2014), S. 30

„In Finland, for example, the trust in teachers is so strong that school inspections do not even take place – instead, the system functions by trusting in a high level of professionalism and professional ethics of teachers and school leaders.“

Dr. Lucie Cerna, „Trust: What it is and Why it Matters for Governance and Education“ (2014), S. 9

„Trusting teachers also implies developing trust in the unique nature of the pedagogical relationship in which teachers and learners engage, which is also based on some degree of autonomy.“

Dr. Lucie Cerna, „Trust: What it is and Why it Matters for Governance and Education“ (2014), S. 32

„Exceptionally high trust in the system in Finland contributes to its success by attracting talented teachers and encouraging parents to follow the educational development of their children.“

OECD (Hrsg.), „OECD Economic Surveys – Denmark“ (2014), S. 91

Finnland: „As trusted professionals, teachers have considerable pedagogical autonomy to interpret the curricula and to choose teaching methods and materials, as well as resources and methods to continuously assess students' progress.“

OECD (Hrsg.), „Education Policy Outlook: Finland“ (2013), S. 10

„Teachers, for their part, need to be able to trust that they are allowed to work like other highly educated experts, as autonomous pedagogical professionals, in a way that takes full advantage of their potential. This Finnish model of the teacher’s role, which is based on trust, seems to be yielding excellent results in international comparison.“

Univ.-Prof. Dr. Tiina Silander u. a., „The Theory and practice of Building Pedagogical Skill in Finnish Teacher Education“ in Meyer u. a., „PISA, Power und Policy“ (2013), S. 95

„A country‘s average level of trust is positively correlated with the percentage of GDP allocated to public investment in education.“

Dr. Giacomo Ponzetto u. a., „Social Capital, Government Expenditures, and Growth“ (2012), S. 22

„The current culture of accountability in the public sector often threatens school and community social capital and damages trust, rather than supports it.“

Univ.-Prof. Dr. Pasi Sahlberg, „Rethinking accountability in a knowledge society“ in „Journal of Educational Change“ (2010), S. 57