REPRESENTATIONS OF YOUNG KINDERGARTEN TEACHERS ABOUT THE CAUSES FOR CONFLICTS WITH PARENTS
УДК 37.013
Abstract
Introduction: This paper addresses the pressing issue of conflicts with parents of young kindergarten teachers and "newcomers" to the profession who have purposefully decided to pursue a new career. There is a significant shortage of personnel in the regional preschool education system. It is crucial to identify and address significant risk factors to prevent teachers from leaving the profession. Young teachers have not yet established themselves in the profession, making them a high-risk group for leaving. This issue is one of the most significant factors contributing to dissatisfaction with the teaching profession and potential departure from it, as evidenced by previous research. The purpose of the study was to identify the views of young educators on the causes of conflicts with parents. Materials and methods: the conducted empirical study involved 122 young educators from Omsk of different ages, work experience, and education. The study used theoretical analysis in the field of pedagogical conflictology to identify the main causes of pedagogical conflicts, and based on this analysis, a questionnaire was developed as a diagnostic tool. The empirical part of the study employed the following methods: questionnaire survey, quantitative analysis of results, including percentage analysis, factor analysis, ranking, and qualitative and quantitative analysis. Results: the most significant factors of conflicts, ranked from 1 to 3, were: psychological and pedagogical awareness of parents; cognitive differences related to the views of parents and educators; personal characteristics. The most significant causes of conflicts are considered by educators to be «a contradiction between the opinion of parents and the goals of the educator», «different ideas about cultural norms and ethics of behavior», «a low level of communicative culture of parents». Conclusions: the results obtained can serve as a basis for building methodological support for working with young educators to prevent and constructively resolve conflicts with parents of preschool children. It is advisable to use the results of the study to develop conflict resolution competence with other participants in the educational process.
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