Conflict Resolution between Teachers and Parents: A Case Study on the Proactive Communication Policy of a Private School in Loei Province
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Abstract
This study aimed to examine the effects of implementing a proactive communication policy to resolve conflicts between teachers and parents in a private school in Loei Province, Thailand. A qualitative case study approach was employed, involving 18 key informants, including administrators, teachers, parents, and staff. Data were collected through semi-structured interviews and document analysis. The in-depth findings revealed that prior to the policy, conflicts were mainly caused by three critical issues: (1) mismatched expectations between teachers and parents, (2) communication gaps due to reactive, problem-driven contact, and (3) incomplete or delayed information, which collectively undermined trust and escalated tensions. The proactive communication policy introduced three mechanisms: multiple communication channels, proactive meetings mediated by homeroom teachers, and positive communication strategies. These mechanisms led to structural improvements, including a significant reduction of conflicts (serious disputes diminished into minor issues), enhanced transparency and shared understanding (parents clearly recognized the rationale and assessment methods), and greater parental involvement (increased participation in school projects and activities). Importantly, the policy not only resolved conflicts but also generated “social capital,” fostering trust and sustainable collaboration between teachers and parents.
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