"Let Me Have a Seat and See What's Going on in This Class": Perspectives of Early Childhood Teachers about Parental Confrontation

Autor/inn/en	Filik-Uyanik, Rabia; Demircan, Hasibe Özlen; Isikçi Baskaya, Gözdenur
Titel	"Let Me Have a Seat and See What's Going on in This Class": Perspectives of Early Childhood Teachers about Parental Confrontation
Quelle	In: Participatory Educational Research, 8 (2021) 3, S.105-120 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Filik-Uyanik, Rabia) ORCID (Demircan, Hasibe Özlen) ORCID (Isikçi Baskaya, Gözdenur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Teacher Attitudes; Early Childhood Teachers; Parent Grievances; Parent School Relationship; Aggression; Psychological Patterns; Parent Participation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Beschwerde; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung
Abstract	Interpersonal relations are identified as affiliation and connections between teachers and parents in the context of education. Although the number of studies on the nature of interpersonal relations between these two counterparts have increased in recent years, the studies conducted about confrontational situations, especially in the early childhood educational context, are scarce. Whereas confrontational behaviors, which are intense and unexpected, may set barriers for a strong and quality parent-teacher dyad. Within this context, this study explored how early childhood teachers perceive the confrontational behaviors of parents. Interpretive phenomenological approach draws upon data from twelve semi-structured interviews. The data acquired from the participants was subjected to thematic analysis using MAXQDA. The analysis revealed three main themes regarding teachers' perceptions of parental confrontation: deprecation for early childhood education, incongruity of the parents' actions and the modus operandi of the school, and parental violence against teachers. Indeed, the participants reported a wide-ranging confrontational behaviors of parents varying from the self-ordained to violent behaviors. The participants stated that they felt being frustrated, blamed and manipulated by parents. Although the presence of both psychological and physical violence was mentioned in the interviews, psychological violence like insulting, mocking, and deliberate insolence was more prevalent. In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01