探究親師衝突的危機--建構教師正向的情意特質

Exploring the Crisis of Parent-Teacher Conflicts—Constructing Teachers’ Positive Affection

本文從親師衝突的危機出發，探究教師在親師溝通之間應具備的角色及態度，尤其以建構教師的情意知能作為化解親師衝突的最重要契機。文中首先進行文獻探討以建立理論基礎，隨後採取焦點訪談法，訪問兩位家長及一位現職教師，其中一位家長曾經具有與教師衝突的經驗，以訪談的內容編碼後作為本文論述的資料。研究發現在親師溝通時，教師展現的「熱情」及「關懷」的情意特質，是避免親師衝突的最重要方式。最後，本文提出四點避免親師衝突的建議，分別是（一）積極辦理教師情意培能研習及情意素養工作坊，以協助教師增進情意知能。（二）鼓勵教師成立專業發展社群，成立教師學習共同體，以建構自身具備熱情及關懷特質的情意。（三）學校應鼓勵教師多與家長溝通與接觸，不但能夠促進雙方的信任，亦能夠增進教師溝通分享的機會與經驗。（四）校長應成為典範，並建構溫馨且支持的行政體系，協助教師解決與家長溝通的困難。

This paper explores the roles and attitudes of teacher in the communication between parents and teachers, especially the construction of teachers’ feelings of emotion as the most important opportunity to resolve the parent-teacher conflicts. In this paper, we first discuss the literature to establish the theoretical basis, then take the focus of the interview, visit the two parents and a teacher, one of the parents had a conflict with the teacher, the contents of the interview as the information discussed in this article. The study found that the teacher’s “passion” and “caring” emotional characteristics were the most important way to avoid the parent-teacher conflicts. Finally, this paper proposes four suggestions to avoid the parent-teacher conflicts.（1）Conducting emotional training and workshops studies to improve teacher’s emotional knowledge.（2）To encourage teachers to set up professional community, to build their own enthusiasm and caring qualities of affection.（3）The policy should encourage teachers to communicate with their parents, not only to promote the trust of both parties, but also to enhance and experience of teacher sto share.（4）The principal should become a model and construct a warm and supportive administrative system to solve the difficulties of communicating with their parents.