A Study on the Experiences of National Junior High School Homeroom Teachers in the Face of Monster Parents

• Main Authors: Ke, Wan-Jyuan, 柯莞娟
• Other Authors: Huang, Su-Yun
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/83014871896415528140

碩士 === 國立屏東大學 === 教育心理與輔導學系碩士班 === 103 === The purpose of this study was to understand the interactive experiences between national junior high school homeroom teachers and monster parents, and to explore the influences of these experiences on homeroom teachers’ work, physical and mental health, and personal lives. Furthermore, the study aimed to research how the participants respond to the difficulties they face when interacting with monster parents, and what they learned and changed after those difficulties. The study was based on phenomenological methodology, and the semi-structure in-depth interviews were used to collect data. In accordance with the research purposes, the data were analyzed through thematic analysis and classified into four major themes and eleven minor topics. The first theme is “the interaction between teachers and parents: the unknown bitter experiences,” with the minor topics as “the non-stop calls,” “the child-pampering parents,” and “the frequently-questioned teachers.” The second theme is “the positive and negative influences: a tough mental and physical challenge,” with the minor topics as “negative influences - being suffered from trouble and challenges,” and “positive influences - self-improvement and self-encouragement.” The third theme is “responses: the light in the dark,” with the minor topics as “survival tips - learning from experiences,”and “give me a hand - support and resources.” The fourth theme is “reflections and change: the inspiration from the misery,” with the minor topics as “the reality - the truth of education,” and “family education - the source of the problems,” “the enhancement of teachers' specialty,” and “the implementation of normal class grouping.” Finally, based on the results, concrete suggestions were presented for the relevant people. First, “junior high school homeroom teachers” should actively ask for assistance and focus on the release of pressure. Second, “the school administration” should act as the stanch backing and establish the standard of operation in the face of monster parents. Third, “the authorities” should enact the regulations on parents’ involvement in school events, enhance parenthood education and assist teachers with counseling as well as psychological counseling. It is hoped that the results can work as the reference for future relevant researches or the enactment of government’s future policies of education and mental health.