Parents’ perspectives on how their behaviors impede parent–teacher collaboration

Yoo-Seon Bang1
1Department of Early Childhood Education, Konkuk University, Republic of Korea
Cite this article:  Bang, Y.-S. (2018). Parents’ perspectives on how their behaviors impede parent–teacher collaboration. Social Behavior and Personality: An international journal, 46(11), 1787-1800.

Volume 46 Issue 11 | e7270 | Published: November 2018 | DOI: https://doi.org/10.2224/sbp.7270

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I recruited a sample of 5 Korean parents to qualitatively explore their perceptions of how their behaviors might impede parent–teacher collaborations, and the reasons that parents behaved in those ways. Individual interviews and field observations were used for data collection. Results showed that being passive, unreasonably demanding, and going directly to a director to protest were considered to hinder parent–teacher collaborations. I also revealed that there is a perceptional gap and limited understanding between teachers and parents regarding the types of behavior needed for effective collaboration. Thus, both parties should develop an understanding based on their views and experiences, which necessitates more opportunities to communicate with frankness and authenticity. This should be the first step in developing parent–teacher collaboration so that both parties are able to reduce misunderstanding, develop mutual consideration, and establish a foundation of trust for their partnership.

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