摘要
教师家长关系质量是教师与家长基于交往经历对当前双方关系水平是否符合自身价值需求的综合感知与评定,对儿童发展有深刻影响.本研究以22名幼儿家长、教师与管理者为深度访谈对象,依据扎根理论对访谈资料进行编码,结果发现信任(T)、承诺(C)与满意度(S)是幼儿园教师家长关系质量的关键维度.信任维度包括认知信任、情感信任与认同信任.承诺维度包括工具性承诺、情感性承诺与价值性承诺.满意度维度包括过程满意与结果满意.此关系质量模型符合当前突出人本取向的质量观,儿童、教师与家长的共同发展是教师家长关系应追求的主要价值."好的教师家长关系"应该是教师与家长彼此信任、相互做出承诺并都具有较高的满意度的关系.遵循此TCS模型,教师应不断提升关系增值能力,促使教师家长关系由形式关系转向质量关系,由单边关系转向双边关系,最终形成家园共育实践共同体.
In order to clarify the connotation of good parent-teacher relationship in kindergarten,the study conducted in-depth interviews with 22 parents,teachers of children aged 3~6 and managers of kindergartens.The interview data was analyzed through the grounded theory methodology,specifically open coding,axial coding,and selective coding processes.It is found that trust,commitment,and satisfaction are important dimensions of parent-teacher relationship quality.Cognition-based trust,affect-based trust and identity-based trust are summarized as trust.Instrumental commitment,affective commitment,and valuable commitment are summarized as commitment.Process satisfaction and result satisfaction are summa rized as satisfaction.Good parent-teacher relationship means that both parties trust each other,abide by their commitments and have a high level of satisfaction.These findings suggest that education practitioners should seek to foster quality,communicative relationships between parents and teachers,and enhance teachers*ability to deepen parent-teacher relationship quality.
作者
张晋
刘云艳
杨晨晨
刘天
Jin Zhang;Yunyan Liu;Chenchen Yang;Tian Liu(School of Education,Suzhou University of Science and Technology,Suzhou 215009 China;Faculty of Education,Southwest University,Chongqing 400715 China;School of Education Science,Nantong University,Nantong 226019 China)
出处
《学前教育研究》
CSSCI
北大核心
2021年第8期48-60,共13页
Studies in Early Childhood Education
基金
江苏省教育科学“十三五”规划2016年度重点课题“江苏省学前教育公共服务供给发展研究”(编号:B-a/2016/01/53)
教育部人文社会科学研究青年项目“公共治理视角下城市学前流动儿童早期教育精准服务体系构建研究”(编号:18YJC880138)
关键词
教师家长关系
关系质量
扎根理论
parent-teacher relationship
relationship quality
the grounded theory
