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This research explores the thoughts, emotions, and perspectives experienced by early childhood teachers as parents in the process of forming a teacher-parent relationship with a teacher of an early childhood education institution of their children. Four early childhood teachers with children above infancy were selected as participants in the study, and the experiences of the teacher-parent relationship in early childhood education institutions were collected and analyzed through qualitative research through group and individual interviews. As a result of the study, the teacher-parent relationship experienced by early childhood teachers as parents was found to be in two categories: 'partner identified with me' and 'between teachers and parents'. First, in 'partner identified with me', the participants tried to trust and understand teachers with 'infinite trust in teachers' and 'empathy for teachers' to have a cooperative attitude. On the other hand, in 'between teachers and parents', the participants were conflicted between the conversation as parents and the conversation that sympathized with the teacher's position because they were experiencing the role of parents and teachers. This was shown as reflective introspection on one's own attitude as a parent or teacher as 'a parent behind the mask of a colleague' and 'a knowing parent who is scarier than an unknown parent'. Through these results, this study will contribute to presenting clues to overcome the difficulties and limitations of the teacher-parent relationship.
Chae et al. (Sun,) studied this question.