Lived experience of South Korean elementary school teachers : "The impact of parental aggression"

Abstract

While school violence has been extensively studied, teacher victimization, particularly in the context of South Korea, has often been overlooked. South Korean teachers, who were traditionally viewed as dominant figures in education, are increasingly becoming victims of aggression, especially from parents. This study explored the lived experience of South Korean elementary school teachers who have faced parental aggression (N=5). The main research question driving this study was, “How do South Korean elementary school teachers perceive their lived experience of parental aggression?”. Using phenomenological approach combined with thematic analysis, this research explored significant common themes in these teachers’ experiences. The study’s main research question was divided into three sub-questions, each addressing different aspects of teachers’ experience to provide a comprehensive understanding of how they perceive and respond to parental aggression. The findings revealed that dynamic interactions surrounding student issues often trigger these incidents, with varying teacher responses and a notable lack of administrative support. It has emerged that parental aggression not only impacts teachers’ emotional well-being but also constrains their educational practices and strains relationships within the school community. By presenting detailed accounts from teachers’ perspectives, this study expanded the existing literature by offering a more holistic understanding of the destructive impact of parental aggression, which ultimately undermines the quality of education.