The emotional adjustment of conflict between preschool teachers and parents
| Autor: | Wong Ka Ian, 黃嘉欣 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 The objective of this research is to explore the emotional conditions as well as emotional adjustment for preschool teachers under parent-teacher conflicts; there are two goals to this research: (I) to understand the emotional conditions for preschool teachers induced by parent-teacher conflicts; (II) to explore the emotional adjustment approaches for preschool teachers after the parent-teacher conflicts. The researcher based on 8 preschool teachers as the research target to conduct semi-structured interviews. The outcome of this research indicated that: (I) the types of parent-teacher conflicts include: conflicts caused by children being injured, different teaching attitudes between parent and teacher, conflicts as a result of excessive demands from parents, as well as conflicts induced by different educational beliefs. (II) The induced emotional conditions for preschool teachers after parent-teacher conflicts: 5 types including grieving type, anger type, fear type, happy type and the other. (III) The emotional adjustment for preschool teachers after parent-teacher conflicts mainly include the two categories of “self-adjustment” and “external resources”, with the former one including “adequately sharing with the others or asking for assistance”, “actively searching for counseling psychologist”, “self-seclusion and transition of emotions”, “active attempts for solutions”, “finding one’s own superiority and happiness as a driving force”, “self-review”, as well as “automatically restores relationship with parents”. Amongst these, “adequately sharing with the others or asking for assistance” was discovered to be the most widely adopted by the interviewers in this research. The latter one is divided into “recognition from parents”, “support from the president of the parents committee”, “power of religious beliefs”, as well as “reading books that encourage the mind”. This research has discovered that the most significant external resource is “recognition from parents”. (IV) self-growth and expectations obtained by preschool teachers through parent-teacher conflicts, “self-growth” includes change of thoughts and transition of emotions, one step back all troubles away, calmly accept own emotions, wisdom comes with experience, as well as enhance one’s own performance. As for “self-expectations”, endeavor to find out one’s own superiority, remove emotions and draw the relationship closer between you, me and him/her, face sensitive emotions with healthy body and mind, implement parental education and prove that preschool teachers are professional personnel instead of service personnel. The researcher proposed suggestions in the end based on the research outcomes, providing as a reference for preschools, preschool teachers, as well as future researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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