Beyond the Fancy Cakes: Strain and Stress in
Parent-Teacher Relations
Unn-Doris K. Bæck, professor
Department of Education, UiT The Arctic University of Norway
Vil mangle 23.000 lærere i 2020 - Oppvekst - VG
17/11/14 00:14
Barn født i år vil møte lærermangel fra første skoleår
Vil mangle 23.000 lærere i 2020
** Ingeborg (41) og 40.000 andre har forlatt læreryrket
** En av seks studieplasser i lærerhøgskolene står tomme
** Stadig flere assistenter og ufaglærte tar seg av barna
18/11/1
4
2
FORLOT LÆRERYRKET: Ingeborg Heldal (41) er en av veldig mange lærerutdannede nordmenn som jobber utenfor skolen. Men hun utelukker ikke helt at hun blir lærer
igjen.
Foto: JAN PETTER LYNAU, VG
Av FRANK ERTESVÅG
(VG) 10.11.2014 04:21 - oppdatert 10.11.2014 11:29
Når årets nyfødte skal begynne på skolen i 2020, vil det mangle
23.000 lærere. Lærerne frykter at enda flere elever vil bli undervist
av folk uten lærerkompetanse.
– Lærermangelen er blitt en del større enn tidligere fordi
tallene nå er mer oppdatert om hvordan ungdom tilpasser seg
utdanning. Basert på de siste observasjonene ser det ut som om
VG følger
Oppvekst
Skole og utdanning
Why focus on the parent-teacher relation?
•
Positive parent-teacher relations impact students’ achievements
in school
•
Some parents will not get involved – we need knowledge about
how to engage these parents
•
The parent-teacher relation can be experienced as a strain for
teachers and can be a factor in teacher turnover and teacher
burnout – need increased knowledge in order to counter this
18/11/14
3
The positive parent-teacher relation
•
Parents communicate positive feelings towards teachers and
school to their children
•
Ease the communication between home and school
•
Teachers gain a better understanding of students’ needs,
strengths and weaknesses
18/11/14
4
Trusting relations
•
Trust – the confidence that one’s
expectations will be fulfilled (Van
Maele & Van Houtte, 2012)
•
Trust evolves when teachers and
parents relate to each other
”A parent-teacher relationship
is confident if the persons
involved act in a way that
benefits or sustains the
relationship, or supports the
goals of the relationship, or
creates positive outcomes for
the child.”
Adams & Christenson (2000: 480)
18/11/14
5
When teachers struggle with parent-teacher
relations
•
Self-efficacy: individual teachers’ beliefs in their own ability to
plan, organise, and carry out activities that are required to attain
given educational goals
•
Burnout – emotional exhaustion, depersonalisation, and reduced
personal accomplishment
•
Teachers’ relations to parents affect teacher self-efficacy and
teacher burnout
18/11/14
6
More difficult to be a teacher today?
•
Demands towards schools and teachers have increased
•
Parent as consumer - consumer empowerment
•
New generations of parents – well-educated and consumeroriented, may have another outlook on the educational system
than we have been used to
18/11/14
7
ERNAPE-ARCTIC
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