本研究旨在探討台北縣公立幼稚園教師認知親師衝突原因及採取的因應策略,以作為增進親師關係之參考。本研究以自編問卷做為研究工具。以台北縣公立幼稚園教師為對象,並以叢集取樣方式,抽取300名教師進行施測,回收有效問卷274份,調查其認知的親師衝突原因及採取的衝突因應策略後,以單因子變異數分析、獨立樣本t考驗、皮爾森相關及典型相關來進行統計分析,獲致結論如下: 一、在「教師認知親師衝突原因」中,以「家長不配合」發生的機率最高,其次依序為「家長要求不合理」、「親師溝通不良」、「家長質疑教師」、「教師要求不合理」、「親師彼此不尊重」。 二、在「教師採取衝突因應策略」中,以「問題解決」策略採用的機率最高;其次依序為「競爭」、「妥協」、「順應」策略。 三、年長教師在「家長質疑教師」、「親師溝通不良」及「親師彼此不尊重」等方面的認知發生機率皆低於年輕教師;教學年資較長的教師在「家長質疑教師」、「親師溝通不良」、「親師彼此不尊重」及「家長要求不合理」等方面的認知發生機率皆低於年資較短的教師;非師範院校畢業教師在「親師彼此不尊重」的認知發生機率高於師範院校畢業教師。 四、年長教師在「問題解決」、「競爭」、「順應」及「妥協」等策略的採用機率皆高於年輕教師;教學年資較長的教師採用「問題解決」策略的機率高於年資較短的教師。 五、當教師認知「家長質疑教師」衝突時,較少採取「問題解決」及「競爭」策略;當教師認知「親師彼此不尊重」衝突時,較少採取「問題解決」策略。 六、親師衝突原因與衝突因應策略之間具有典型相關存在。 依據上述結論,本研究提出建議如下: 一、幼稚園教師應主動面對問題力求解決、加強親師合作、熟悉及運用與家長建立關係的方法、發展專業知能,建立專業權威。 二、幼稚園應多舉辦親職教育講習會、教師相關研習及親師聯繫活動,以強化親師溝通。
This research aims to explore the causes of parent-teacher confrontation and the coping strategies that are used by the public kindergarten teachers in Taipei County. It also provides teachers with a reference to improve the relationship between parents and teachers. By using a self-designed questionnaire and cluster sampling, 300 kindergarten teachers are surveyed about the causes of parent-teacher confrontation and the coping strategies, and 274 out of 300 questionnaires are effective. Based on one-way ANOVA, t-test, Pearson’s product-moment correlation and canonical correlation the questionnaires are analyzed, and the results are as follows. 1.Among the causes of parent-teacher confrontation, the parents do not cooperate with teachers occur the most often, then the unreasonable requests from parents, and the rest are the bad communication between parents and teachers, the parents query teachers, the unreasonable requests from teachers, and the lack of respect for each other. 2.In coping strategies that are used by teachers, problem solving is the strategy that are used the most often, then the competition, and the rest are compromise and accommodate. 3.Older teachers have a lower degree of perception than younger teachers in the parents query teachers, the bad communication between parents and teachers, and the lack of respect for each other. Teachers with many years of teaching experience have lower degree of perception of the parents query teachers, the bad communication between parents and teachers, the lack of respect for each other, and the unreasonable requests from parents than teachers with less years of teaching experience. Teachers with a non-teachers’ college degree have a higher degree of perception of the lack of respect for each other than teachers with a teachers’ college degree. 4.The teachers seldom use problem solving and competition to face the parents query teachers. The teachers seldom use problem solving to face the lack of respect for each other confrontation. 6.There are significant canonical correlation among the causes of parent-teacher confrontation and coping strategies. According to the findings above, suggestions are made for the teachers and schools. 1.Kindergarten teachers have to face the problems and solve the problems with a positive attitude, to enhance the cooperation between parents and teachers, to get familiar with and exercise the strategies in order to build up the relationship with parents, to develop professional knowledge in order to set up professional authority. 2.To enhance and to improve the communication between parents and teachers, kindergartens have to frequently hold parent-education seminars, relevant workshops for teachers and parent-teacher communication activities.
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