Study on Parent-teacher Confrontation of Primary School

• Main Authors: Tsay Chyong-Tyng, 蔡瓊婷
• Other Authors: Lo Juei-Yu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/61299721049182423133

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === Study on Parent-teacher Confrontation of Primary School Abstract This research examines the causes of conflicts between the teachers and the parents in elementary schools. Analyze the strategies teachers often utilize to handle such conflicts, and the psychological effects of such conflicts on the teachers. The purpose for this study is to improve the relationship between teachers and the parents. In order to achieve this purpose, first, I find the related literature to do a further study. According to the general idea, the basic theory, and connected research, I compile my own research tools. Secondly, I pick 843 elementary school teachers randomly from Kaohsiung city and Chia-Yih county to do the test. Questionnaires about the reasons for confrontation, the strategies, and the influences are analyzed by t-test, one-way ANOVA, and canonical by using the software of SPSS 10.05 for windows. Main Findings: 1. The primary reasons for conflicts between teachers and parents are poor communication, different attitudes about disciplining youth, differing conceptions about education, and encroaching upon the teachers’ rights in teaching style and authority. 2. The various strategies teachers utilize to resolve conflicts between teachers and parents include cooperation, compromise, competition, avoidance, and compliance. 3. The reasons for the conflicts are related to the background. Female teachers experience more conflicts than male teachers. The more urbanized the city, the larger the class size is, the more conflicts will occurred. 4. The strategies teachers used to confront the conflicts varied according to their background. Female teachers tend to cooperate or compromise with the parents, male teachers tend to comply to the parents’ demands. The teachers in the city tend to cooperate, compete, or compromise with parents. Teachers in small school and in small class more frequently utilize compliance strategy. The larger the school is, the teachers tend to utilize competition strategy. New teachers more often use the avoidance strategy. 5. Conflicts between teachers and parents are better solved by compliance, compromise, and avoidance. 6. Influence: When teachers utilize cooperation, compromise strategies, teachers are able to resolve the conflicts with parents better; but when teachers utilize compliance as a strategy, it does not usually help with resolving the conflicts. 7. After facing conflicts with parents, teachers’ psychological needs are: hope to get the support from the school; wish to participate in conflict resolution training related symposiums as to promote the communicative skill with the parents. Try to earn the positive aspects from the parents in normal times. According to the findings above, suggestions are made for the educational administrative system, schools and teachers. Key words: primary school, parent-teacher confrontation, the cause of parent-teacher confrontation, coping strategy