| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 100 === Abstract
This case study mainly aimed at exploring the causes of conflicts between the
elementary school special education teachers and parents in I-Lan county, and analyzes their coping strategies to handle such conflicts. Furthermore, the researcher analyzed the correlation between the acknowledgement of parent-teacher conflicts and coping strategies through differences generated by different variables.
Subjects of this study are elementary school special education teachers I-Lan county. The researcher had sent out 151 copies of questionnaires randomly and collected 119 copies of countable questionnaires. The recovery rate of the research is 79%. Adopted statistical methods in this study are Frequency Analysis, Percentage Analysis, Means, Standard Deviation, T-test,ANOVA, Pearson Product-moment Correlation, and Multiple Regression. The
main study results are stated as follows:
1. The teachers perceived primary reason for conflicts between teachers and
parents is poor communication and argument about the responsibility between
teachers and parents.
2. Among the available coping strategies, teachers applied “collaborating” to resolve the conflicts most often.
3. The reasons for the conflicts are related to the background. Teachers experience more conflicts.
4. The ways teachers used to confront the conflicts are varied according to their background.Teachers teach in the full-time special education class applied “compromise” strategies to resolve the conflicts most often.
5.While the reason for parent-teacher conflicts is” mistrust on teacher’s profession”,
teachers prefer to take “compromise” strategies.
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According to the findings above, suggestions are made for the educational administrative system, schools and teachers.
Key words: Elementary School Special Education Teachers in I-Lan County,
parent-teacher conflicts, coping strategy.
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