ABSTRACT

Following the intensification and ambivalence of parent-teacher relations, this study examined the collaborative or conflictual relations, and teachers’ professionalism as perceived by both teachers and parents: 325 teachers and 655 parents from 21 Israeli Jewish primary schools answered a questionnaire. Using a structural equation modelling (SEM) analysis, similarities were found in teachers and parents’ perceptions of teachers’ work efficiency in increasing collaborative relations and decreasing conflicts. Teachers’ responsibilities and influence in schools reduce conflicts to varying extents for parents and teachers. The findings highlight the importance of developing professional competencies for building parent-teacher relations in schools. Emphasising the preparation of teachers for establishing their relations with parents is mainly important during in-service and pre-service teachers’ training, as it can contribute to increasing teachers’ professional confidence in their efforts to build collaborative rather than conflictual relations with teachers and schools.

摘要

随着家长与教师关系的加剧和矛盾，本研究考察了教师和家长所感知的协作或冲突关系以及教师的专业精神：来自 21 所以色列犹太小学的 325 名教师和 655 名家长回答了一份问卷。使用结构方程模型 (SEM) 分析，发现教师和家长对教师在增加协作关系和减少冲突方面的工作效率的看法有相似之处。教师在学校的责任和影响在不同程度上减少了家长和教师之间的冲突。调查结果强调了发展专业能力对于在学校建立家长与教师关系的重要性。