Investigation of conflict situations between teacher and parents in preschool education

This study was carried out in order to examine the conflict situations between teachers and parents in pre-school education, to reveal the main causes of conflicts and the methods used to solve the conflict, based on teachers' opinions. The general framework of the study, what are the reasons for teacher-parent conflicts encountered in pre-school education? It was fictionalized on the question. The sample of the study was determined as 50 teachers from the universe who were working in the state-affiliated kindergartens in the 2020-2021 academic years in Centre District of Yozgat Province. The research was conducted using qualitative research method. A semi structured interview form was used to reveal teacher-parent conflict situations perceived by teachers. Research findings show that teachers have conflicts with parents. According to the research findings, it is determined that preschool teachers and parents have experienced most of the conflicts in the felt conflict dimension. The issues that preschool teacher's conflict with parents are; high expectations of parents and their demands on letter teaching and time memorization which are not included in the achievements of pre-school education. According to the teachers' perception, the most important reason for the conflict is the parents' lack of knowledge about pre-school education, which is grouped as parent-related situations, and the lack of importance given to pre-school education. It has been determined that the most important effect of teacher-parent conflict on teachers' work in pre-school education institutions is in the psychological dimension, reducing teachers' motivation and reducing their performance. The recommendations of teachers to reduce conflicts with parents are concentrated in the dimension of reconciliation.The expectations of teachers from parents in pre-school education; they should treat the teachers with respect, support the teachers in education, cooperate with the teachers, trust the teachers and not interfere with the teacher and the class. They are classified as having students repeat at home what they are taught at school help children in homework and support their children's development.