Research On Parent-teacher Relationship Quality In Kindergarten Classrooms

With the deepening of preschool education reform,focusing on quality has become the core value appeal to promote children's development,adapt to the national education reform and better serve the needs of economic and social development.After children enter the kindergarten,teachers become important others in the ecosystem of children's development.The interaction between teachers and parents constitutes the intermediate system of children's development.Among them,the parent-teacher relationship quality is an important part of preschool education quality and a key factor that restricts whether the intermediate system can play its role.However,in practice,there is a lack of equal and effective cooperative relationship between parents and teachers.Parents are often viewed from the "deficit lens".Many families' excellent life culture resources and life experience are ignored.Families are on the edge of decision-making and play the role of "listeners".New teachers believe that getting along with parents is the biggest difficulty in the early stage of their careers,while skilled teachers regard parents' work problems as one of the main sources of job dissatisfaction.Relationship quality provides an important perspective for evaluating parent-teacher relationship and establishing effective parent-teacher relationship.Since the end of the last century,after the upsurge of research on relationship quality in relationship marketing,relationship quality has been widely discussed in the fields of enterprise management and interpersonal relationship management,and fruitful research results have been formed.However,in the field of pedagogy,especially preschool pedagogy,the research on relationship quality is rare.This provides space for this study.Then,why should we pay attention to the parent-teacher relationship qualityin kindergarten classrooms? How to understand and evaluate the parent-teacher relationship quality in kindergarten classrooms? How about the quality development of parent-teacher relationship in kindergartens? What factors affect the quality development of parent-teacher relationship in kindergarten classrooms and its mechanism of action? How to further optimize and ensure the quality development of parent-teacher relationship in kindergarten classrooms? In order to respond to these problems,this study draws on the research results of management science and sociology,follows the logic path of reality and necessity,applies the mixed research paradigm,and use qualitative research and quantitative research to explore and verify the parent-teacher relationship quality in kindergarten classrooms.Specifically,it mainly includes the following research contents:First,explore the true nature of the quality development of parent-teacher relationship in kindergarten classrooms.This part is mainly about how to understand and evaluate the quality of parent-teacher relationship.Through theoretical deduction and empirical induction,model of parent-teacher relationship quality in kindergarten classrooms is preliminarily constructed by combining bottom-up approach and top-down approach.With the help of literature method,theoretical deduction can absorb the theoretical nutrients by combing the related literatures of management and sociology.Through in-depth interviews with kindergarten teachers,parents and managers,data are collected and coded to conclude the structure,influencing factors and influencing results of the quality of parent-teacher relationship.Therefore,the TCS model of parent-teacher relationship quality in kindergarten classrooms is constructed in this study.The quality structure of parent-teacher relationship includes trust,commitment and satisfaction.The pre-factors include efficacy perception,information symmetry,similarity,and empathy and so on,and the post-results include relationship persistence desire,communication efficiency,word of mouth,and the approach to solving problems.Second,it investigates the reality of the quality of parent-teacher relationship in kindergarten classrooms.Based on the model,the parent and teacher versions of the Kindergarten Parent-teacher Relationship Quality Questionnaire were compiled.A totalof 2,120 parents and 1,349 teachers were selected from Chongqing municipality,Hubei Province,Anhui Province,Jiangsu Province,Liaoning Province,Shandong Province and Guangdong Province.The results show that the overall average quality of parent-teacher relationship is higher than the critical value of 3.00,which indicates that the quality of parent-teacher relationship in kindergartens is at a high level.There are significant differences in the quality of parent-teacher relationship between parents and teachers in the grade of kindergarten,and the higher the grade of kindergarten,the higher the quality level of parent-teacher relationship.There is no significant difference in the quality of parent-teacher relationship between kindergartens,which indicates that the quality level of parent-teacher relationship between public kindergartens and private kindergartens is similar.There is no significant difference in the quality of parent-teacher relationship among small class,middle class and large class,which indicates that the quality level of parent-teacher relationship is close in different classes.There are significant differences in the quality of parent-teacher relationship in educational background,and with the improvement of educational background,the quality of parent-teacher relationship shows a slight decline.There is no significant difference in the quality of parent-teacher relationship in income level,which shows that there is no difference in the quality of parent-teacher relationship because of income.Third,it verifies the influencing factors and mechanism of parent-teacher relationship quality in kindergartens.Parents' trust tendency,parents' information symmetry level and similarity level are positively correlated with the quality of parent-teacher relationship.Parents' perception of teachers' efficacy,parents' empathy and the quality of parent-teacher relationship are highly positively correlated,and they all reach significant level.Parents' trust tendency,parents' perception of teachers' efficacy,information symmetry,similarity and parents' empathy are the positive predictors of the approach to solving problems and word of mouth.When parent relationship quality is added as an intermediary variable in the relationship between independent variables,the approach to solving problems and word of mouth effects,parent relationship quality has no mediating effect on parents' perception of teachers' efficacy,parents' empathy and the approach to solving problems,but parents' trusttendency,similarity and information symmetry have a significant mediating effect,and parents' trust tendency,similarity and information symmetry have a more significant impact on the approach to solving problems through parent relationship quality.The indirect effects of parents' trust tendency,parents' perception of teachers' efficacy,similarity,information symmetry and parents' empathy ability on word of mouth effect become larger,and all reach significant level.Judging from this,the relationship quality has an obvious mediating effect on the relationship between independent variables and word of mouth effect,and independent variables will influence word of mouth effect more significantly through the quality of parent relationship.The correlation between teachers' trust tendency,similarity and the quality of parent-teacher relationship reached a moderate positive correlation,while the correlation between teachers' parental efficacy,information symmetry,teachers' empathy,job achievement and organizational atmosphere of kindergarten and the quality of parent-teacher relationship reached a high positive correlation,and all reached a significant level.Teachers' trust tendency,teacher's perception of parental efficacy,information symmetry,similarity,teachers' empathy,teachers' job achievement and organizational atmosphere were positive predictors of the relationship persistence desire and communication efficiency.When the relationship quality is added as an intermediary variable to the relationship between independent variables and relationship persistence desire,communication efficiency,the indirect effects of teachers' trust tendency,teachers' perception of parents' efficacy,information symmetry,similarity,teachers' empathy,job accomplishment and kindergarten organizational atmosphere on relationship persistence desire and communication efficiency become larger and reach significant levels.According to this judgment,the relationship quality assessed from the perspective of teachers has obvious mediating effect on the relationship between independent variable and relationship persistence desire,communication efficiency,and the independent variable will more significantly influence the relationship persistence desire and communication efficiency through relationship quality.Fourth,optimize and guarantee the quality of parent-teacher relationship in kindergarten.Based on the empirical research results,this paper puts forward somecountermeasures and suggestions to further optimize and guarantee the quality of parent-teacher relationship.The concept of bilateral,fair,dynamic and value-added relationship should be established.To optimize and guarantee the quality of parent-teacher relationship,we should create a harmonious kindergarten organizational atmosphere,build a transparent and symmetrical information sharing mechanism,build a conflict resolution mechanism of parent-teacher relationship,and focus on the development of teachers' communication ability between family and kindergarten.To sum up,this study focuses on parent-teacher relationship and draws lessons from the perspective of relationship quality,which provides important enlightenment for scientific evaluation of parent-teacher relationship.Using mixed research paradigm,combining qualitative research with quantitative research,we can find and verify the quality model of parent-teacher relationship,and master the development state of kindergarten parent-teacher relationship quality.Based on the conclusion of empirical research,this paper puts forward some suggestions to optimize the quality of parent-teacher relationship from the perspective of concept and specific operation path.