Abstract:

In this study, the aim is to determine the strategies of class teachers working in primary schools to cope with difficult guardians. In the study, the phenomenological design was used from the quality research patterns. The sample method is selected as a sample type. The work group consists of 20 teachers who work in primary schools in Istanbul. The interview is used as a data collection tool and a semi-configured interview form is prepared in this direction. The data obtained from the interviews are subject to content analysis. The research finds that difficult parents have very different qualities and that this situation makes teachers quite troubled. The important factor that affects the parents' anger or sadness is the negative exposure of their children. Teachers who are able to use the right strategies in the face of difficult guardians can be promised to be able to act more self-confident, secure, effective and efficiently in the face of the problems they encounter. Therefore, teachers may be advised to develop themselves on the methods of working with difficult guardians.

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