Research of the conflicts between secondary school teachers and the parents -- interviewees of this research are based on the teachers in junior high schools in Chia-Yi City

• Main Authors: CHEN,YI-HUI, 陳怡慧
• Other Authors: 許華孚
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/g9j2m2

碩士 === 國立中正大學 === 犯罪防治碩士在職專班 === 106 === This research will examine the causes for the conflicts between secondary school teachers and the parents; furthermore, it will analyze the coping strategies for such conflicts. The research interviewees are home-room teachers in junior high schools in Chia-Yi City. To achieve the purpose of the study, some literature was firstly selected to form the theoretical framework and research method. This study adopted a qualitative effective communication channels and conducted one-on-one semi-structured in-depth interviews with six junior high school teachers from Chia-Yi City. This study finds that the bases of junior high school teacher's perception of parent-teacher conflicts include: different educational concepts between teachers and parents; distrust of the teaching profession; poor academic achievement of pupils; parents’ disagreement with assignments and tests; parents’ over-concern with school grades; parents’ unreasonable requests; poor teacher-parent communication and interaction; disagreement with school discipline; lack of distinction between responsibility and accountability; over-acceptance of pupil's explanation; making excuses for the pupil, refusing support for students with special education needs; lack of mutual respect from both parties. This research also found that teachers’ coping strategies for parent-teacher conflicts (in junior high schools) include: continuously enhancing teacher's professional development; adaptable teaching methods;providing remedial measures; assisting parents practically; insisting on educational philosophy;adjusting class management; increasing parents' participation in school activities ; providing opportunities for informing parents; maintaining good communication with parents; Recording interaction for the purpose of self-protection; adapting passive strategies; seeking help from a third party, possibly from an outside agency. According to the conclusions above, the following recommendations have been made:For the educational inspecting organizations: clear regulation of responsibilities and practical solutions; provision of consultation availabilities for the teaching staff; the sharing of teachers and parents discipline meeting record; reduction of the number of pupils in a class; organization of communication and human relationships education. For the schools: immediate case reviewing of the incident; fair and justified mediation; establishing the function for emergency responses; fundamental support for the teaching staff; providing consultation and counseling; strengthening the function of parents and teaching association.For the teaching staff: positive attitude for self-confidence and self-worth; improvement personal communication skills; win-win situation for parents and teachers cooperation; management of personal emotional wellbeing; establishment of effective communication effective communication channels; seeking success in personal class management.