親子同校下教師子女的學校適應

Abstract

本研究旨在探究親子同校下教師子女對所處情境的初始觀點，並以此瞭解教師子女學校適應的問題，分析親子同校下教師子女的因應策略，並根據研究結果提出後續研究建議以利作為參考。本研究以半結構式深度訪談法，輔以觀察教師子女就學情形，呈現六位教師子女在校所經歷的事件，並試著分享教師子女的因應策略，藉此呈現出教師子女學校適應歷程的真實樣貌，本研究更包含了六位教師子女的心境轉變以及對於現況的建議與反饋。 本研究將六位教師子女的資料針對所處環境的初始觀點、學校適應上的問題以及教師子女的因應策略，經過整理與分析資料，歸納五點研究結論，羅列如下：（一）教師子女與前台常保持低調，並透過行為管理提升自我形象。（二）家庭教養是教師子女學校適應的助力，亦是阻力。（三）親子同校下教師子女的因應策略以順從為主。（四）教師子女在教師父母的協助下通常適應良好，但也造成教師子女的心理矛盾與壓力。（五）教師子女的雙重身分與學校編班制度增加學校適應的負擔。The purpose of this study is to explore the initial perspectives of the teachers’ children, finding out the dilemma of school adaptation, and analyzing the coping strategies of teachers’ children. The study collects data from six sixth teachers’ children in the same school through semi-structured in-depth interviews, in order to present the events experienced by six children at school, including the teachers' children’s changing of facing school life and the recommendation to the mechanism of parent-child co-education. The results are summarized as follows: 1.Teachers' children often keep a low profile with the front stage and enhance their self-image through behavior management. 2.Parent’s education can be an assistance for teachers’ children to adapt school environment earlier. Otherwise, parent’s education also can be a barrier for teachers’ children to comply with school system. 3.When teachers’ children and teachers in the same school, children’s coping strategies are conformity. 4.With the parents’ assistance, teachers' children usually adapt well in school, but it also causes psychological conflicts and pressures for teachers' children. 5.Teachers’ children carry more responsibility to adapting the school environment because of their identity and replacement systemization.