Abstract
This study investigates the ideologies between parent empowerment and teacher professionalism, and the micropolitical strategies of parent-teacher interaction through the micropolitical lens. The researcher examines teachers' perceptions of the implications of prarents' empowerment for teacher-parent relations and teachers' means to manage with parent empowerment. In-depth interviews with six homeroom teachers in north town elementary school reveals that teacher favor parents' involvement but also feel vulnerable to the increasing influence of parents. The main conclusions of this study are as follows: Firstly, teachers have the perceptions of parent empowerment, but most of them don't know the parents' right of law. Secondly, parents' participation is limited to zones of tolerance that teacher professionalism would allow. Thirdly, parent empowerment has positive effects, but it may also be misused and result conflicts. fourthly, teachers use various kinds of political means to cope with parent empowerment. Finally, the strategies of open communication and transparency can always be successful, and too much complying may undermine teachers' professional position.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
