親師衝突成因、因應方式及影響之研究—以桃園縣若干國小為例

Causes, Responding Ways and Influences of Teacher-Parental Conflicts Based on Elementary Schools in Taoyuan County

林文隆(Wen-Lung Lin)

指導教授 ： 洪泉湖

元智大學/人文社會學院/社會暨政策科學學系/碩士(2011年)

摘要

本研究旨在瞭解國民小學親師衝突的現況，並探討親師衝突的成因、因應方式與其影響。為達成上述研究目的，以桃園縣若干國小之校長、行政人員、教師及家長為研究對象，採用質性研究法，以深度訪談方式進行研究，研究結果及發現如下：
一、親師衝突有愈來愈頻繁的趨勢。級任導師的職務較容易有產生親師衝突的機會；低年級是比較容易發生衝突的年段；因管教及體罰造成親師衝突的比例在近幾年則有增高的趨勢。
二、親師衝突產生的原因包括：教育觀點與管教態度不同、親師責任的爭議、溝通不良或障礙、親師不合理的要求、家長對教師不信任、教師不當體罰、特殊行為學生的處置等。
三、親師面對衝突時較常採用的因應方式包括：問題解決、澄清事實、逃避拒絕、退縮忍讓、情緒抒發與安撫、堅持理念與作法、視情況變通、請第三者介入等。
四、校長及行政人員在親師衝突處理過程中的角色愈來愈重要，其可能採取的因應方式包括：事實瞭解、安撫情緒、分層處理、溝通協調、尋求支援、調整教師職務、重建教師士氣、後續追蹤與輔導等。
五、親師衝突帶來的影響包括：對孩子的影響、對教師的影響、對家長的影響、對學校的影響及對親師關係的影響等五方面。整體而言，負面影響多於正面影響。
根據上述研究結果，分別對教育主管機關、校長、行政人員、教師、家長及未來研究提出建議。

關鍵字

親師衝突 ； 親師關係 ； 衝突因應

並列摘要

This survey aims to understand the current situation of teacher-parental conflicts in elementary schools, including causing factors, responding ways and influences. Respondents included in this survey are primary school principals, administrative personnel, teachers and parents. “Qualitative research method” and “in-depth interview” are adopted and the findings are generated as follows:
1. Teacher-parental conflicts are getting more and more. More conflicts are shown in “homeroom teacher position” and “lower grades.” Conflicts caused by “discipline and punishment” have been increasing in recent years.
2. Causing factors are: different attitude toward education and discipline, responsibility recognition, communication gap or obstacles, unreasonable requests, distrust between teachers and parents, improper punishment, problematic behaviors etc.
3. Common responding ways include: problem solving, clarifying facts, escape and refusal, toleration and yielding, emotion sharing and soothing, sticking to ideas and actions, accommodation on situations, asking for assistance from others, etc.
4. Primary school principals, administrative personnel are playing a getting more important role in the conflicts. Their responding methods include: facts clarification, emotion soothing, solving problems by level, communication and coordination, seeking assistance, adjusting teachers’ position, teaching morale rebuilding, follow-up consultation and actions, etc.
5. The influence brought about by conflicts can be divided as follows: to children, to teachers, to parents, to schools and to teacher-parental relationships. In general, the influence on negative side are more than that on the positive side.
Suggestions are offered, according to the above, to Education Bureau, primary school principals, administrative personnel, teachers, parents and future researchers.

並列關鍵字

teacher-parental conflicts ； teacher-parental relationships ； response to conflicts

參考文獻

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