| Summary: | 碩士 === 東海大學 === 教育研究所在職專班 === 101 === A Study on Parent-teacher Conflicts and Coping Strategies of Elementary School Teachers in a remote area
Abstract
This study aim to explore the experience of remote countryside elementary school teachers’ dealing with parent-teacher conflict by interviews, document analysis, and multiple data sources to get an in-depth understanding of what causes conflicts between parents and teachers, how these teachers cope with conflicts against parents, what are their perceptions and views about parent-teacher conflict, what differences or similarities exists between teachers in urban areas and remote ones when it comes to reasons causing conflict and the sort-out methods.
In order to achieve the purpose of this study, five elementary school teachers in Miaoly County are selected to be in a comparison of qualitative research conducted through interviews. The conclusions of this research are summarized as follows:
(A) The reasons resulting in parent-teacher conflict are “educational philosophy differs between parents and teachers”, “improper counsel or discipline from teachers”, “ill parent-teacher communication ”, “dispute of distributing responsibility between parents and teachers”, “parents’ irrational demands” and “disrespect toward teachers’ specialty ”.
(B) The coping method of parent-teacher conflict varies, corresponding to different events generated by different conflicting reasons. For instance, to clarify the fact, to compromise, to escape, to go with concession, to seek the assistance of a third party, or to adhere their philosophy and practice. Facing different conflicts, teachers’ strategies will not be fixed, they changes accordingly.
(C) Perceptions of teachers in remote areas toward conflicting events are nervous, scared, and depressed; however they will profoundly consider what lead to the problem, do some introspection, try to correct their disposition, take up courage to confront parents and dissolve the conflict. Parent-teacher conflict has both positive and negative affect on parent-teacher relationship.
Finally, according to the outcome of the research, the study provides suggestions for elementary school teachers, school administrative units and educational administration authorities as references, and recommends feasible directions of future research for those interested in the relevant study.
Key words: Remote areas, parent-teacher conflicts, corresponding strategies for parent-teacher conflicts
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