Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues

Autor/inn/en	Lipsky, Eliana; Friedman, Ilana Dvorin; Harkema, Rebecca
Titel	Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues
Quelle	In: School Community Journal, 27 (2017) 1, S.257-282 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Role Theory; Phenomenology; Parent Teacher Cooperation; Teacher Collaboration; Interpersonal Relationship; Role Conflict; Higher Education; Early Childhood Education; Elementary Education; Private Schools; Jews; Christianity; Semi Structured Interviews; Coding + Suchen Sie Ihr Suchwort? Rollentheorie; Phenomenological psychology; Phänomenologie; Psychologie; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerkooperation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rollenkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Private school; Privatschule; Jew; Jude; Jüdin; Juden; Christentum; Codierung; Programmierung
Abstract	Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet tensions and challenges persisted as teachers used a variety of management techniques to navigate their unique intrapersonal and interpersonal roles. Discussed are the themes that emerged from the data collected regarding role conflict, boundary crossing, boundary blurring, and management of the related tensions. The researchers argue that open communication concerning this phenomenon is important to improve a school's culture and organizational health. This study explored a small sample of voices at three small but distinct schools spanning early childhood through college level. The researchers believe this study begins a much needed dialogue about the impact parent-teachers in small school settings have on their respective school communities. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01