Date
11-13-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Vonda Beavers
Keywords
educators, teachers, administrators, parents, conflict, students, disabilities, special education
Disciplines
Education | Educational Leadership
Recommended Citation
Mosby, Laura Lewis, "Educator Experiences in Conflict Management with Parents of Students with Disabilities: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 6163.
https://digitalcommons.liberty.edu/doctoral/6163
Abstract
The purpose of this transcendental phenomenological study is to explore and describe the lived experiences of K-12 public school educators regarding their training for and use of conflict management strategies with parents of students with disabilities at the school-building level. The theory guiding this study is Lazarus and Folkman’s theory on cognitive appraisal, as it can be applied to the field of education regarding the emotionality and difficulty experienced by educators and parents of students with disabilities when engaged in conflict. Collaborative leadership provides educators with a framework to engage in conflict management strategies. Moustakas’s transcendental phenomenology research method will guide this study’s data collection design for in-depth interviews, focus group interviews, and reflective letter writing. Moustakas’s analysis steps provided a systematic framework for interpreting the data following a transcendental phenomenological approach. Moustakas’s transcendental phenomenological research process ensured a rigorous and comprehensive analysis that captured the richness and depth of the participants' lived experiences. This transcendental phenomenological research study may help develop conflict management training for public school district educators. Findings emphasized teachers’ need for conflict management training, consistent collaboration with parents, and strategies to reduce emotional stress. Implications suggest that effective management of conflicts between teachers and parents of students with disabilities requires formal conflict management training, enhanced collaboration, and structured communication channels to reduce teacher stress and improve overall educational outcomes. Potential avenues for further research included more diverse educational contexts with a broader range of participants.
