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Parent - Teacher Conflicts

The most common conflicts between teachers and parents involve the academic standing of students, behavior issues, and mental health concerns. Over half of conflicts are academically related. Students are involved in about 83% of conflicts. Teachers generally handle conflicts by remaining calm, presenting evidence of student performance, and sometimes involving superiors. The top recommendations are to maintain open communication between teachers and parents, be understanding yet firm, and follow proper protocols.

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Chynna Ulep Albert
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102 views7 pages

Parent - Teacher Conflicts

The most common conflicts between teachers and parents involve the academic standing of students, behavior issues, and mental health concerns. Over half of conflicts are academically related. Students are involved in about 83% of conflicts. Teachers generally handle conflicts by remaining calm, presenting evidence of student performance, and sometimes involving superiors. The top recommendations are to maintain open communication between teachers and parents, be understanding yet firm, and follow proper protocols.

Uploaded by

Chynna Ulep Albert
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PARENT - TEACHER CONFLICTS

GROUP 3

ALBERT, Chynna
ARENAS, Danica Camille
AVANZADO, Clarizze Jhane
MENECIO, Marianne
PALLAT, Hazel Meek

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INTRODUCTION

The establishment of family–school partnerships is a research-supported movement with


numerous benefits for students. Family–school partnerships are associated with superior grade
point averages, standardized test scores, attendance, home and school behavior, social skills,
and adaptation to school (Henderson & Mapp, 2002). They also improve school programs,
school climate, family services and support, parent skills and advocacy efforts, family– school–
community connections, and support the work of teachers (Epstein, 2011).

Despite the many benefits of family–school partnerships, achieving these collaborative


relationships remains challenging. Schools want parents to support their practices and teaching
efforts, and parents want schools to be responsive to the unique needs of their family and child,
but far too often, neither parents nor educators are collaboratively finding ways to maximize the
educational experience and academic outcomes of students (Auerbach, 2012; Christenson,
2004; Wanat, 2010). More specifically, discrepant perspectives of a child or the child’s needs
have been identified as a factor that initiates and escalates conflict between parents and
teachers (Lake & Billingsley, 2000) and negatively impacts parental involvement in school
programs (Patel & Stevens, 2010). Both parents and teachers may want what is best for a
student, but their expectations and perceptions of a particular child can vary. This leaves
educators and parents struggling to develop and foster family–school partnerships in a conflict-
laden climate with limited knowledge about how best to handle these conflicts (Lake &
Billingsley, 2000).

Review Of The Literature

For the purpose of this study, family–school partnerships are defined as ongoing,
collaborative, and equitable relationships between parents and the entire school community
(including teachers, administrators, counselors, special educators, school psychologists, and
other school personnel) that utilize shared responsibility and power to develop an environment
that maximizes each child’s potential for success. This definition is based on descriptions of
family–school partnerships in Christenson (2004), Epstein (2011), Ferlazzo (2011), and
Patrikakou, Weissberg, Redding, and Walberg (2005).

STATEMENT OF THE PROBLEM


Our study aims to answer the following questions:

a.) What are the most common (Top 3) conflicts that Teacher - Parents have?
b.) How frequent are students involved during these Teacher - Parent conflicts?
c.) How do teachers handle these Teacher - Parent conflicts?
d.) What is the nature of the most common Teacher - Parent conflicts?

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METHODOLOGY
The presentation used the Survey method using Google Forms as the questionnaire
which was distributed online. The findings were supported by articles found online.

The survey contained the following questions:


1.What was your worst encounter with a parent as a teacher?
2.What is the type of issue?
 Academic- related
 Behavior Related
 Financial Related
 Other issues
3. Was the student involved in the encounter?
4. How did you deal with the issue?
5. What advice can you give on how one can deal with such circumstances?

Figure 1: The google survey form


(https://docs.google.com/forms/d/e/1FAIpQLSeLNYHAkth_D3NwD2bVeajWXjoE9EVT6zEP7B
mnde85NI2cmA/viewform)

ANALYSIS OF DATA
All data was collated and analysed as there were only 24 respondents due to time
constraints and the need to follow certain protocols in conducting studies among others. The
respondents were Teachers of all levels, that is, from Basic Education to College.

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RESULTS AND DISCUSSION

Question #1: Was the student involved in the issue?

Figure 2: 83.3% of the respondents say that the student was involved in the issue.

Question #2: What was the type of issue involved?

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Figure 3: Most of the conflicts between parents and teachers are academic-related (59%).

Question #3: What was your worst encounter with a parent as a teacher?

The answers included the following (listed verbatim):


1. Questioning the failing or the low grades of the student (6 answers)
2. “Disclosing the unacceptable behavior of her child, however, parent seemed not to
believe.”
3. “Blaming me for losing custody of her child and threatened to kill me.”
4. Student did not go home for the weekend.
5. “Parent demanding that I assign her daughter to a specific internship site”
6. Parent uses physical means as a form of discipline.
7. Parent wrote a letter to explain son’s mental health.
8. Parents blamed teacher for son’s failing grade. Credibility was questioned.
“Literally pointing a finger at me”
9. Mother cannot understand the situation of student with depression.
10. Student can’t join the graduation rites because of a failing grade leading to bribery.
11. Student blamed school for deceiving the 2nd year student into enrolling into a
challenging course.
12. “How to tell the parent that the child is not performing well in class."

Question # 4: How did you deal with the issue?

The answers included the following (listed verbatim):


1. Presented the class record and recomputed in support of failing mark (9 answers)
2. Talked to the student to give him counselling. The guidance center was consulted.
(3 answers)
3. Implemented policy or protocol (2 answers)
4. We explained the side of the school regarding the matter and one of the heads
intervened to explain carefully about the enrollment process to make sure the
student knows about her course.
5. I calmly explained that coordinating internship follows a certain process and that
coordinators communicate with the internship sites. Parents don’t need to do this.
6. The dean or head intervened. (2 answers)
7. We provided comfort and enough assurance that her daughter is safe. We also
asked her daughter when she did not go home during the weekend.

Question # 5: What advice can you give on how to deal with similar circumstances?

The answers included the following (listed verbatim):


1. Record scores and absences accurately (3 answers)
2. Open communication

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3. Parents should be aware of the academic performances of their child by having a
chat with them attending the PTA.
4. Be truthful understanding and more patient (5 answers).
5. Be firm. Maintain one’s integrity. (2 answers)
6. Seek advice form experts like Psychologists, higher authorities (2 answers)
7. Always talk to your students regarding their behaviors
8. Parents and students should observe the proper protocol or SOP. (3 answers)
9. Proper orientation about the course before student enrolls.

CONCLUSION

The most common conflicts that the Teacher - Parent has involve the academic standing
of their child/ward; misdemeanors such as not going home; and mental status of the child. More
than half of the conflicts are academically related with about 58% of the response. In about 83.3
% responses, the student is involved in the conflicts. Teachers dealt with the conflicts as
patiently and calmly as they could. In some instances, their Superiors intervened particularly
when it involved the standards and protocol of the School.

SUGGESTIONS AND RECOMMENDATIONS:

The group then recommends that the teacher shall establish and maintain cordial
relations with the parents, despite the unpleasant behavior of some parents in dealing with the
issues. The teacher shall inform parents through proper authorities, of the progress and
deficiencies of the learner under him and in seeking parent’s cooperation for the proper
guidance and improvement of the learners. As professional teachers, when the problem arise,
they should deal with it professionally and in accordance with some of the laws and the code of
ethics.

These are in accordance to the provisions of the Code of Ethics of Teachers sections 1,
2 and 3. Accordingly, as stated in Section 1. “ Every teacher shall establish and maintain cordial
relations with parents, and shall conduct himself to merit their confidence and respect”. Section
2 states that “Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learners under him, exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of
the learners.” In Section 3, “A teacher shall hear parent’s complaints with sympathy and
understanding and shall discourage unfair criticism.”.

In Commonwealth Act No. 578 Section 11, it has also identified that Teachers are
persons in authority when in lawful discharge of duties and responsibilities… shall therefore be
accorded due respect and protection. (Educational Act of 1982).

Page 6 of 7
REFERENCES:

Sagolili, M. (n.d.) Code of Ethics For Professional Teachers in the Philippines. Retrieved from
https://www.academia.edu/23130242/Code_of_Ethics_for_Professional_Teachers_of_the_
Philippines;

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family,
and community connections on student achievement. Austin, TX: SEDL.

Epstein, J. L., & Sheldon, S. B. (2011). Moving forward: Ideas for research on school, family,
and community partnerships. In J. L. Epstein (Ed.), School, family, and community
partnerships: Preparing educators and improving schools (2nd ed., pp. 42–66). Boulder,
CO: Westview Press.

Auerbach, S. (2012). Conceptualizing leadership for authentic partnerships: A continuum to


inspire practice. In S. Auerbach (Ed.), School leadership for authentic family and community
partnerships (pp. 29–51). New York, NY: Routledge.

Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the


learning competence of all students. School Psychology Review, 33(1), 83–104.

Wanat, C. L. (2010). Challenges balancing collaboration and independence in home–school


relationships: Analysis of parents’ perceptions in one district. School Community Journal,
20(1), 159–186. Retrieved from http://www.schoolcommunitynetwork.org/SCJ.aspx

Lake, J. F., & Billingsley, B. S. (2000). An analysis of factors that contribute to parent–school
conflict in special education. Remedial and Special Education, 21(4), 240–251.

Patel, N., & Stevens, S. (2010). Parent–teacher–student discrepancies in academic ability


beliefs: Influences on parent involvement. School Community Journal, 20(2), 115–136.
Retrieved from http://www.schoolcommunitynetwork.org/SCJ.aspx

Llego, M. (2016). Legal Bases Of The Philippine Educational System. Retrieved from
https://www.teacherph.com/legal-bases-of-philippine-educational-system/

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