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|Other Titles: ||Teachers with parentification experiences : the impact on the formation of teacher-student relationship|
|Authors: ||張銘嘉;Chang, Ming-Chia|
|Keywords: ||親職化;師生關係;Parentification;Teacher-student relationship|
|Issue Date: ||2012-06-21 06:57:31 (UTC+8)|
The purpose of this research was to explore the parentification of teachers and their impact on the formation of teacher-student relationship. With purposive sampling, the researchers tried to find typical, informative, as well as representative participants.With semi-structured in-depth interview, the researcher interviewed five interviewees followed by thematic analysis for text analysis. Hoping that this research would help the interviewees gain more realization of their original families’ influence on teacher-student relationship, the researcher found three themes through the analysis: 1.the Chinese filial piety, 2. the fair family reciprocity that breeds parentified belief, as well as 3. the fair family reciprocity that breeds concern for students.
Through this research, the researcher hopes to assist participants who experience parentifieication gain more understanding on how their original family influence their teacher-student relationship, see the multi-dimensions of parentification experience, as well as the significance of it. Furthermore, the researcher hopes to improve the parentified teachers with their ability to cope with their family and students’ difficulties.
The researcher found that:
1. While the culture of Chinese filial piety and first-born-child is deeply rooted in parentified interviewees, it helps bond families at the same time it breeds a sense of sacrifice.
2. Whether the interviewees experienced “fair reciprocity” depends on three factors: whether the family provides a stable and supportive environment, whether the caring behavior obtains feedback, and whether a dynamic balance of the need between the interviewee and the parents exists.
3. Whether the interviewee processes a high close and low Intrusive or low high close and low Intrusive parentification tendency , depends on the “fair reciprocity” emotional experience in the family.
a. Interviewees with high close and low Intrusive parentification tendency experience a “I’m OK, You’re OK” emotion. They maintain a positive self-concept and a flexible as well as clear self-other relationship boundary.
b. Interviewees with high close and high Intrusive parentification tendency experience a “I’m not OK, You’re OK” emotion. They maintain unstable or even low self-concept, as well as a blur and rigid self-other relationship boundary.
4. The caring experence in the interviewees’ childhood family, allows them to be attentive to their students, be sensitive to their needs, while also teaching them by example. These interviewees emphasize on their students’ social adaptive abilities and their conscientiousness.
5. Interviewees with high close and low Intrusive parentification tendency maintain positive self-concept, along with the emotion experience of “I’m OK, You’re OK” , they possess a flexible as well as clear self-other relationship boundary. Therefore, they have the highest adaptive ability in the teacher-student relationship. Whereas interviewees with high close and high Intrusive parentification tendency maintain unstable self-concept and the inclination of “I’m not OK, You’re OK” emotion experience, therefore, they experience rigid and blurry relationship boundaries. Consequently, they have the lowest adaptive ability in the teacher-student relationship.
|Appears in Collections:||[教育心理與諮商研究所] 學位論文|
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