| Summary: | 碩士 === 國立臺南大學 === 教育學系學校經營與管理教學碩士班 === 103 === ABSTRACT
Parents’ devotion to and thus proactive involvement in every aspect of elementary school education has been a trend in recent years. As a result, studies on the collaborative bond between parents and teacher turn out to be the primary focus in various recent studies. This current qualitative study mainly explores and analyzes the following issues: (1) the probable relationship between parents’ social-economic status and their perspectives on the philosophy of education, (2) how different parents’ social-economic status may affect their perspectives toward teachers’ profession, and (3) the probable relationship between parents’ social-economic status and their perspectives on the parents-and-teacher collaboration. The interviewees in this study are six fathers whose kids study at the elementary school, and the interviewees’ narrative accounts obtained from the focus group interview are served as the main data set for analysis. The researcher discovers that at first, the parenting style of high social-economic status parents tend to be more democratic, flexible, innovative and reflection-oriented whereas parents with lower social-economic status are more rigid and static. Secondly, parents with higher social economic status place more emphases on teachers’ professional growth, capability of reflection and morality whereas parents with lower social-economic status regard teachers as “instruction technicians” and the “deliver” of top-down knowledge. Last, no matter what interviewees’ social-economic background are, they reach the collective consensus that establishing the collaborative bond between teachers and parents are not only necessary but extremely essential in terms of enhancing students’ academic performance, cognitive maturation and behavioral decency.
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