The impact of parental complaints on teachers working within Scottish schools during Covid-19
Bibliographic Data
| ID | 21470127 |
|---|---|
| Authors | Jane Williams (0000-0002-0142-0299, Queen Margaret University Queen Margaret Business School Edinburgh United Kingdom, corresponding author), Kat Lord-Watson (Queen Margaret University Division of Pyschology, Sociology and Education Edinburgh United Kingdom, corresponding author), Amanda Vettini (0000-0002-7576-1360, Queen Margaret University Edinburgh United Kingdom) |
| Year | 2023 |
| Volume | 43 |
| Issue | 1 |
| Pages | 47-70 |
| Publication date | 2023-07-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Zeitschrift für Rechtssoziologie (JOURNAL) |
| Journal identifiers | ISSN: 0174-0202 • E-ISSN: 2366-0392 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/zfrs-2023-2003 |
| OpenAlex | W4379881493 |
| Language | EN |
| References cited | 27 |
This exploratory research examines the impact of everyday parental complaints on teachers working in Scottish Schools during the Covid-19 pandemic. Through interviews with 18 teaching professionals, our findings demonstrate that parental complaints both before and during Covid-19 are a feature of school life, even if they were not conceptualised in that way by teaching professionals. We found that teaching professionals have become accustomed to the everyday informal complaints parents voice about schools to the point only serious situations or repeat complaints were considered to be raising a ‘complaint’. Formal complaints procedures were seen as being a barrier to maintaining good relationships with parents. Complaints during Covid were rationalised as coming from anxious parents due to the pandemic, or a small group of parents with unrealistic expectations, or outdated understandings of education. Despite the fact our research was about complaints experienced by teachers during the pandemic, our respondents frequently referenced complaints prior to this, emphasising the impact complaints can have long after they have been made, which resonates with other research on the long-term practical and emotional impact of complaints
Complaint · Developmental psychology · Disease · Everyday life · Exploratory research · Medical education · Pandemic · Pedagogy · Political science · Social science · Sociology · Child and Adolescent Psychosocial and Emotional Development · Communication in Education and Healthcare · Medicine · Psychology · Social Work Education and Practice
Covid-19 and schooling
Technology as Thirdspace
‘People miss people’
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Taking Complaints Seriously
Can sample size in qualitative research be determined a priori
Parental experiences of dealing with disputes in Additional Support Needs in Scotland
Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland
Dispute resolution in additional and special educational needs
Factors Contributing to Teacher Burnout During Covid-19
Learning From Lockdown
Like a rug had been pulled from under you
It's sometimes hard to tell what patients are playing at
Conducting Qualitative Research to Respond to Covid-19 Challenges
| Citation velocity | historical |
|---|---|
| Highly cited | No |