不同社經地位之家長和教師對親師溝通的意見: 一間澳門幼稚園的個案研究

本研究旨在探討不同社經地位之家長和教師對親師溝通的意見。為達此目的,本研究採質性研究方法,以目的抽樣方式選取澳門半島一間幼稚園中三位教師和五位不同社經地位家長作為研究對象,進行半結構式訪談,瞭解家長和教師如何理解家校合作、親師溝通的方式和影響親師溝通的因素。本研究主要發現如下:
A. 中產階級家長和教師較易明白家校合作,需要雙方共同配合,才能協助學童的學習發展,而中產階級家長比勞工階級家長更願意分享對家校合作的意見及瞭解更多家校合作的方法。
B. 不同社經地位家長和教師最常使用的溝通方式是口語溝通。在上下學接送時段溝通方面,中產階級家長會較勞工階級家長更主動與教師溝通。在電話溝通方面,教師及兩位社會階層的家長均會因為小孩的特殊情況而致電與對方溝通,勞工階級家長亦會因學童的瑣碎情況而致電教師。研究發現不論是那個社會階層的家長,若碰巧小孩發生特殊情況,家長均會利用上下學接送時段與教師溝通。
C. 影響親師溝通的因素包括:時間因素、家長明白教師處境和親師間出現意見分歧。中產階級家長會配合學校的時間而與教師溝通,而勞工階級家長則較少與教師溝通。中產階級家長和擁有教師身份的家長會較易明白教師的處境,因此不會經常與教師溝通。研究發現若親師間出現意見分歧,會造成影響親師溝通的因素。這些意見分歧包括:部分家長難以配合學校時間;對孩子缺乏關心;偏愛自己的孩子;不信任教師。
本研究最後根據研究結果,提出建議以供學校、幼兒教師、家長以及政策制定者參考,並對未來可進行之相關研究提出建議。

The purpose of this research is to explore the perceptions of parents of different socioeconomic status and teachers on parent-teacher communication. In order to achieve the purpose, this research adopted a qualitative approach. Based on the purposeful sampling method, three kindergarten teachers and five parents from different socioeconomic status in a kindergarten in Macau were selected for semi-structured interviews which aimed to explore how parents and teachers understood home-school cooperation, the way of parent-teacher communication and factors affecting parent-teacher communication. The findings of this study are as follows:
1. It was easier for teachers and middle-class parents to understand that home-school cooperation required cooperation of both parties. Middle-class parents were more willing to share opinions on home-school cooperation with teachers and explored more methods of cooperation than working-class parents.
2. The most common method adopted by both parties of parents and teachers was oral communication during school pick-up and drop-off periods. Middle class parents were more active in communicating with teachers than working class parents. In terms of telephone communication, teachers and parents of both social status would call each other under specific circumstances of their children, and working-class parents called their teachers due to trivial matters. This study has found that parents would use the pick-up and drop-off periods to communicate with the teacher concerning their children’s specific situation regardless of their social status.
3. Factors affecting parent-teacher communication included: the time factor such as parents' understanding of the teacher's situation and different opinions between the parents and teachers. Middle-class parents communicate with teachers during school hours whereas working-class parents less often did so. Middle-class parents and those with teacher status understood teachers’ situation more easily, so they would not communicate with the teacher concerned so often. The study has also found that parent-teacher communication were affected by difference in opinions including parents having difficulty in going to school during school hours, lack of concern for their children, spoiling their children and distrust of teachers.
Based on these findings, this study recommends some strategies for improving parent-teacher communication for the reference of schools, kindergarten teachers, parents, and policy makers and also for related research that can be carried out in future.