The Pros and Cons of Preschool and Early School Teachers’ Collaboration With Parents in the Light of Their Experiences
Abstract
RESEARCH OBJECTIVE: The objective of the research was to demonstrate the nature of collaboration of preschool and early school teachers with parents, based on the teachers’ experiences.
THE RESEARCH PROBLEM AND METHODS: The research sought answers to questions concerning the positive and negative aspects of working with parents of teachers of the youngest children and the significance of these experiences for the functioning of the respondents in their profession. The diagnostic survey was used as the research method, and the research tool consisted of a proprietary survey questionnaire.
THE PROCESS OF ARGUMENTATION: Today the parents are increasingly willing to influence the work of the teachers, which undermines the teachers’ autonomy, and leads to numerous conflicts. Teachers of children entering education are in a peculiar situation, due to the specific nature of their collaboration with parents. Determining the causes of difficulties in mutual relations may constitute the basis for implementing corrective actions in this area.
RESEARCH RESULTS: The surveyed teachers appreciate the involvement of parents, but they also require acceptance and appreciation from their side. When faced with comments or claims, they experience stress, which they try to alleviate through maladaptive coping styles. This, in turn, makes them indifferent and discouraged, and even triggers thoughts of leaving their careers.
CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: In order to improve the quality of collaboration with parents, teachers need to work on their assertiveness, which will improve their self‑esteem and autonomy and allow them to build constructive interpersonal relationships. Universities preparing candidates for this profession and vocational training centers should support teachers in developing the personality dispositions that are required in their work.
References
Charczuk, B. (2015). Szkoła dialogu. Scenariusze i prezentacje multimedialne na spotkania z rodzicami [School of dialogue: Scenarios and multimedia presentations for meetings with parents]. Rubikon.
Grzegorzewska, M.K. (2006). Stres w zawodzie nauczyciela. Specyfika, uwarunkowania i następstwa [Stress in the teaching profession: Specifics, determinants, and consequences]. Wydawnictwo Uniwersytetu Jagiellońskiego.
Lendzion, A. (2010). Relacja nauczyciel–rodzic, współpraca czy konflikt? [Teacher‑parent relationship, cooperation or conflict?]. In K. Stępień (Ed.), Zawód: nauczyciel. Trudności i perspektywy [Profession – teacher. Difficulties and prospects] (pp. 57–68). Fundacja Servire Veritati, Instytu Edukacji Narodowej.
Łobocki, M. (2004). O współpracy nauczycieli i rodziców w rozumieniu tradycyjnym [On collaboration between teachers and parents in the traditional sense]. In I. Nowosad & J. Szymański (Eds.), Nauczyciele i rodzice. W poszukiwaniu nowych znaczeń i interpretacji współpracy [Teachers and parents: In search of new meanings and interpretations of collaboration] (pp. 85–94). Oficyna Wydawnicza Uniwersytetu Zielonogórskiego.
Nowosad, I. (2014). W pętli samospełniającej się przepowiedni. O oczekiwaniach nauczycieli w kontaktach z rodzicami [In the self‑fulfilling prophecy loop: On teachers’ expectations in contact with parents]. Studia Pedagogiczne, 67, 201–220.
Nowosad, K. (2023). Motywacja osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samoocena [Motivation for professional achievements of early childhood education teachers and their self‑esteem]. Kultura i Edukacja, 139, 149–170.
Okoń, W. (2007). Nowy słownik pedagogiczny [New pedagogical dictionary]. Wydawnictwa Akademickie „Żak”.
Papugowa, W. (2010). Toksyczny pokój nauczycielski [Toxic teachers’ lounge]. Hejnał Oświatowy, 11, 6–8.
Putkiewicz, E., Siellawa‑Kolbowska, K.E., Wiłkomirska, A., & Zahorska, M. (1999). Nauczyciele wobec reformy edukacji [Teachers and the educational reform]. Wydawnictwa Akademickie „Żak”.
Szymański, M.J. (2009). Nieuchronność dialogu [Inevitability of dialogue]. Nowa Szkoła, 5(3).
Tucholska, S. (2009). Wypalenie zawodowe u nauczycieli [Burnout among teachers]. Wydawnictwo KUL.
Ziółkowska‑Maciaszek, D. (2010). Konflikty szkoła–rodzice [School‑parent conflicts]. Dyrektor Szkoły, 10, 30–32.
Zubrzycka‑Maciąg, T. (2013). Psychospołeczne uwarunkowania stresu nauczycielek szkół podstawowych i gimnazjów [Psychosocial determinants of stress among primary and secondary school teachers]. Wydawnictwo UMCS.
Zubrzycka‑Maciąg, T., & Wosik‑Kawala, D. (2012). Wychowanie w szkole – wskazówki dla nauczycieli [Education in school – guidelines for teachers]. Wydawnictwo UMCS.
Copyright (c) 2024 HORIZONS OF EDUCATION
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-NC-ND licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are asked to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). We advise to use any of the following reserach society portals:
