A Qualitative study of Teacher-Parent Conflict and Conflict Management
In recent years， there has been an increasing in researching school-parent relationship. School-parent collaboration has been considered as an important approach to improve teaching and management efficacy; however， parents and school play different roles and make different decisions， which results in teacher-parent conflict(TPC). Different types of conflict management are raised to resolve the conflict， whereas there is still lack of empirical data on how teachers adopt different strategies in Chinese school context. To bridge the research gap ， 13 primary teachers were invited to semi-structured interviews to explore their understanding about the concept of conflict and parent-school conflict， and relevant coping strategies， The findings showed that the novice teachers placed more emphasis on the negative impact of TPC and showed more awareness of their professional role， while the experienced teachers had a more positive view towards parent involvement and treated them as the critical commentator and external monitor for school improvement. They are more likely to compromise and held accountability. Second， most TPC did not involve teaching and learning ， but different expectations of each other's role. It is found that teachers were frequently criticized for not being fair in classroom management and in handling misbehavior students. Third， both experienced and novice teachers adopted competing approach when TPC involved teaching and judgment with the misbehaving student， while they were more likely to accommodate parent's demand and students' needs in classroom management and student caring.
|關鍵詞||家校协作、家校关系、家校冲突、学校管理、冲突管理、school-parent collaboration、school-parent relationship、teacher-parent conflict、school management、conflict management|