Understanding Complex Relationships between Teachers and Parents

Understanding Complex Relationships between Teachers and Parents

Understanding Complex Relationships between Teachers and Parents

Understanding Complex Relationships between Teachers and Parentss

| Ajouter

Référence bibliographique [17672]

Deslandes, Rollande, Barma, Sylvie et Morin, Lucille. 2015. «Understanding Complex Relationships between Teachers and Parents ». International Journal about Parents in Education, vol. 9, no 1, p. 131-144.

Accéder à la publication

Fiche synthèse

1. Objectifs


Intentions :
«The objectives of this research are as follows: 1. To identify elementary and secondary teachers’ perceptions of the various factors and processes that interact in their relationships with parents in general. 2. To document the facilitating conditions and the challenges they meet in their relationships with parents in the light of potential new instruments, rules or division of labor in their work environment, and 3. To identify the conditions necessary to put into place so teachers and parents engage in reflecting on how they could better communicate and collaborate.» (p. 134-135)

Questions/Hypothèses :
«The main question posed by the study is the following: What are the areas of tensions and inner contradictions that emerge in the school’s teacher-parent relationships?» (p. 133) «The hypothesis we bring forward is the following one: since teachers appear to feel isolated and misunderstood, we wonder if parents act as clients or collaborators […].» (p. 134)

2. Méthode


Échantillon/Matériau :
«Exactly six teachers from the Mauricie-Centre-du-Québec region volunteered to participate in the study. Four participants were teaching at the elementary level and two, at the secondary level. Four of them were from rather privileged schools and two, from disadvantaged schools.» (p. 135)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé


«This study stands out in its originality in the use of two complementary theoretical perspectives, Hoover-Dempsey et al.’s (2010) proposed model of the processes influencing teachers’ motivation for school-family partnerships, and [...] the cultural-historical activity theory (CHAT) (Engestrom, 2015) that allows unveiling manifestations of tensions and contradictions that need to be addressed, thus facilitating transformative practices. Both models aim at deepening our understanding of complex human activities. The targeted outcome shared by the two models is the following object: collaborative teachers-parents relationships. […] This study shows that despite the advancement of knowledge on factors and processes related to collaborative relationships between teachers and parents, there are still and will always be elements that may contribute to tensions and dilemmas. […] First, there is this perception of mercantile ideology of the school that has emerged in several Québec schools representing parents as consumers, hence the name of the client approach. […] In a context of mercantile culture, it is not surprising that school principals choose to support above all parents in their recriminations, at the expense of teachers. […] It is also vital to better support parents in their parenting role and to sensitize them to the importance of prioritizing their children’s schooling.» (p. 140)