The purpose of the study is to find out the hidden meaning of utterance through the profound narratives of teachers about the experiences of verbal violence and the wounds, and the way how they deal with various problems.
To attain the goal, the researcher has formulated a following study ...
The purpose of the study is to find out the hidden meaning of utterance through the profound narratives of teachers about the experiences of verbal violence and the wounds, and the way how they deal with various problems.
To attain the goal, the researcher has formulated a following study question:
What is about verbal violence experienced by early childhood teachers in their workplace?
For the research, this author adopted the following study method. The study participants were 8 early childhood teachers, who had experienced verbal violence during their working days. The collected data were interview data and field notes. The collected data were categorized through theme-coding work.
The results of this can be summed up as below:
First, early childhood teachers experienced language violence mainly by parents, directors, fellow teachers, and institutional personnels. Verbal violence seemed to occur in situations such as conflict with parents, children's safety accidents, being misunderstood as violent teachers, and suspicion of teacher's professionalism. Teachers who participated in the research felt blame, profanity, neglect, force, threats as violence. As a result, they seemed to get hurt by these verbal and nonverbal violence. Their uncomfortable feelings that they had to suffer were helplessness, shame, self-esteem wounds, discomfort, guilt, and insecurity.
Second, verbal violence and psychological injuries that were experienced as early childhood teachers also aroused skepticism, burden, and resignation intention of teachers. Also, the negative emotions of teachers were unconsciously transferred to infants and pretended fake behavior. Teachers, however, have made efforts such as keeping their minds not to make a negative effect on the children.
The followings are the attitudes and efforts of verbal violence experienced by early childhood teachers in early childhood education.
First, the passive coping of the teachers who experienced the language violence showed that the teachers recognized themselves as the abbreviation of power. They accepted the teaching profession as a service worker, became smaller in the gaze of others, and were adapted to the organizational culture.
Second, when teachers experienced verbal violence, they were quick to forget their wounds and tried to get out of the situation. They hid their feelings and avoided them and asked for help around them. The early childhood teachers tried to solve it by facing the situation directly and they were devising and practicing various methods in the hope that these things would not be repeated.
The important implications based on the results of this study are as follows.
First, we can get a glimpse of the structure that governs social awareness of early childhood education and early childhood teachers.
Second, low social perceptions have made it impossible for teachers to express their voices, which suggests that there is a need to improve the awareness of early childhood teachers.
Third, the research participants requested institutional support to reduce verbal violence. Prior to this, reforming the structure of early childhood education should be prioritized in a unified framework. Early childhood education should go to public education instead of private tutoring by choice, and to reform the system and develop it again.
The purpose of the study is to find out the hidden meaning of utterance through the profound narratives of teachers about the experiences of verbal violence and the wounds, and the way how they deal with various problems.
To attain the goal, the researcher has formulated a following study question:
What is about verbal violence experienced by early childhood teachers in their workplace?
For the research, this author adopted the following study method. The study participants were 8 early childhood teachers, who had experienced verbal violence during their working days. The collected data were interview data and field notes. The collected data were categorized through theme-coding work.
The results of this can be summed up as below:
First, early childhood teachers experienced language violence mainly by parents, directors, fellow teachers, and institutional personnels. Verbal violence seemed to occur in situations such as conflict with parents, children's safety accidents, being misunderstood as violent teachers, and suspicion of teacher's professionalism. Teachers who participated in the research felt blame, profanity, neglect, force, threats as violence. As a result, they seemed to get hurt by these verbal and nonverbal violence. Their uncomfortable feelings that they had to suffer were helplessness, shame, self-esteem wounds, discomfort, guilt, and insecurity.
Second, verbal violence and psychological injuries that were experienced as early childhood teachers also aroused skepticism, burden, and resignation intention of teachers. Also, the negative emotions of teachers were unconsciously transferred to infants and pretended fake behavior. Teachers, however, have made efforts such as keeping their minds not to make a negative effect on the children.
The followings are the attitudes and efforts of verbal violence experienced by early childhood teachers in early childhood education.
First, the passive coping of the teachers who experienced the language violence showed that the teachers recognized themselves as the abbreviation of power. They accepted the teaching profession as a service worker, became smaller in the gaze of others, and were adapted to the organizational culture.
Second, when teachers experienced verbal violence, they were quick to forget their wounds and tried to get out of the situation. They hid their feelings and avoided them and asked for help around them. The early childhood teachers tried to solve it by facing the situation directly and they were devising and practicing various methods in the hope that these things would not be repeated.
The important implications based on the results of this study are as follows.
First, we can get a glimpse of the structure that governs social awareness of early childhood education and early childhood teachers.
Second, low social perceptions have made it impossible for teachers to express their voices, which suggests that there is a need to improve the awareness of early childhood teachers.
Third, the research participants requested institutional support to reduce verbal violence. Prior to this, reforming the structure of early childhood education should be prioritized in a unified framework. Early childhood education should go to public education instead of private tutoring by choice, and to reform the system and develop it again.
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