國小親師互動下的情緒距離之研究

A Study Of Emotional Distance Within The Context Of Parent-Teacher Interactions In Elementary School

廖珍(Liao, Chen)

指導教授 ： 王雅玄

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

本研究採用質性研究方法，以Hargreaves（2001a）提出的情緒地理為主要架構，運用半結構式訪談蒐集質化資料，以中部來來國小為研究場域，立意取樣四位男女教師做為研究參與者，目的在了解國小親師互動下情緒理解與誤解如何形塑出情緒距離，並探究教師的性別、任教年段與有無子女等不同背景因素，在親師互動下對情緒距離的差異。
本研究提出以下結論：
一、在社會文化的差異下，家長的族群、家庭類型與經濟狀況易讓親師產生情緒誤解，引發教師負向情緒。
二、親師教育理念分歧，造成教師情緒的波動。
三、教師專業自主受到家長質疑或干擾時，會引發教師負向情緒。
四、親師進行持續且深入的互動，有助於親師雙方情緒的理解。
五、當教師的權力受制於家長，教師會偽裝真實情緒，保持親師互動和諧假象，易引發負向情緒。
六、在女性教師謹慎且考量較多的行事作風與家長對性別的刻板印象下，家長與女性教師互動較頻繁，較易引發女性教師負向情緒
七、家長對孩子的期望與孩子身心成熟度的轉變，家長會隨孩子的年紀漸長，逐漸減少親師互動的頻率與深度，加大親師物理距離。
八、已婚且有子女的教師能拉近親師道德、專業、物理與政治距離。

關鍵字

親師互動 ； 情緒距離 ； 情緒地理

並列摘要

Taking emotional geographies put forward by Hargreaves (2001a) as the main research framework, this research uses qualitative research method and applies semi-structured interview to collect the qualitative data. Choosing Lai Lai Elementary School in central Taiwan as the research setting and four male and female teachers as the participants in terms of purposive sampling, this research aims to gain insight into how emotional understanding and misunderstanding shape emotional distance in the elementary school within the context of parent-teacher interactions. This study also delves into different background factors, such as teacher’s gender, grade of teaching and if teachers have children, on differences of emotional distance within the context of parent-teacher interactions.
Conclusions of this research are given below:
1. In the context of social and cultural differences, parent group, family type and economic situation makes parents and teachers susceptible to emotional misunderstanding that causes negative emotions for teachers
2. The discrepancy of parent-teacher educational philosophy results in teacher’s emotional stress.
3. The condition of parents casting doubts or breaking in on teachers’ professional autonomy will cause teachers’ negative emotions.
4. Incessant and in-depth interactions between parents and teachers will facilitate their emotional understanding.
5. When their authority is bound by parents, teachers’ disguise of their true emotions to keep the false impression of parent-teacher harmonious interactions will easily cause negative emotions.
6. In the context of female teachers’ style of circumspection and more consideration and parents’ stereotypical impressions of gender, frequent interactions between parents and female teachers will easily give rise to female teachers’ negative emotions.
7. Parents' expectations for their children and changes in children’s physical and mental maturity will gradually reduce the frequence and depth of parent-teacher interactions and enlarges parent-teacher physical distance with children’s increasing age.
8. Married teachers with children can shorten parent-teacher moral, profesional, physical and political distance.

並列關鍵字

Parent-Teacher Interactions ； Emotional Distance ； Emotional Geographies

參考文獻

江文慈(2001)。透視教學中的關鍵張力—教師情緒。師友，408，43-47。

江文慈(2003)。教育改革中的教師情緒。師友，436，1-5。

江文慈(2004)。實習教師的情緒地圖：社會建構的觀點。教育心理學報，36 (1)，59-83。

江文慈(2009)。“和顏悅色”與“忍氣吞聲”的背後：國小教師情緒勞動的心理歷程分析。教育心理學報，40 (4)，553-575。

李新民、陳密桃(2006)。幼兒教師的情緒勞務因素結構及其對工作倦怠之影響。高雄師大學報，20，67-89。