The elementary school teacher's role prototype with teacher-student harmony and conflict resolution strategies

• Main Authors: Meng-Li,Chen, 陳孟莉
• Other Authors: Li-Fei,Wang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/49092099778326624284

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系在職進修碩士班 === 101 === This study is aimed to investigate the relationship between Chinese elementary teacher’s prototype of the role, the strategies of maintaining a harmonious relationship and conflict resolution between the teacher-student. This study adopts grounded theory and included twenty volunteer participants (six men and 14 women; mean age 40 years). A study found that teacher’s approach to education was influenced by past educational experiences and values, which take shape from different teacher roles, including master, model, caregivers, friends and leadership. It can be extracted three formation factor, such as similar parent-child relationship and fate, position of authority, convinced" from these role types .These roles are subjective and expectations in the work of teachers along with the required standard of students, they also develop the strategies of maintaining a harmonious relationship individually. These strategies include: step by step, instruction by example, seen as their own, sharing and exchange and strategy. In the teaching field, because of the gap between these expectations of students and the actual performance, it often becomes the main cause of conflict. To resolve these student conflicts, a teacher must develop a variety of carrot and stick strategies to mitigate these conflicts, including reminders, condoned, understated patience, authority to repression, arguing confrontation. Research indicates that different teachers have different preferences on the type of using conflict resolution strategies. In the inductive process of role function, harmonious and conflict resolution strategies, each of the teacher’s role revealed completes set of behavioral script mode. In addition, teachers will observe a student’s inner personality, judge student external behavior by past teaching experience in order to distinguish the students that prone to conflict. Teachers also accord to individual differences and learning contexts to adjust their roles in teacher-student relationship. To shift the focus and the point of work by strengthen the role’s shortage of function is not only the important strategies to resolve the conflict and keep harmonious relations, but also the important capability for teacher to be have. Finally, the implications of the results of counseling interventions and further research are discussed.