Challenges in Teacher–Parent Relationships in Preschool Education Institutions and Ways to Prevent Them

Abstract

This study examined the “Challenges in Teacher–Parent Relationships in Preschool Education Institutions and Ways to Prevent Them” using a mixed-methods research design combining quantitative and qualitative approaches (n = 163). The findings indicate that challenges arising in teacher–parent relationships have a significant negative impact on teachers’ work performance and psychological well-being. In particular, the study found that, rather than workload itself, unjustified suspicion and unethical communication from parents contribute to teachers’ psychological exhaustion and reduce their motivation and willingness to continue working in their profession.
Furthermore, the weak implementation of the “Tripartite Agreement” was identified as a major factor contributing to discrepancies in the responsibilities of the parties involved. Based on the findings, the study proposes practical recommendations for improving the legal environment to protect teachers and fostering a culture of communication aimed at preventing conflicts.