家校冲突与冲突管理的质性研究

A Qualitative study of Teacher-Parent Conflict and Conflict Management

近年关于家校关系的研究明显增加，家校协作被视为提升教学与管理效能的不二法门，然而双方对彼此角色与决策认知却有所不同，形成潜在的冲突源头。对此，学界仍少有文献探讨。为填补此缺口，通过邀请香港地区１３名小学教师接受半结构访谈，以了解他们对冲突的概念、家校分歧之了解、及其相关处理策略。研究发现年资浅的教师较关注其负面影响，视之为阻碍，亦更重视教师专业角色；资深教师则正向定义冲突，视家长为意见提供者与监察者，并更愿意向其问责；家校冲突的范畴较少涉及教与学，而多见于双方对彼此角色期望及处事公平存在争议；处理手法方面，如冲突涉及教学、违规与权责等，教师倾向以竞争手法坚持立场；如涉及课室管理与学生关顾等则倾向以顺应形式处理。

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.