Şenaras, B.Çetin, Ş.2024-07-122024-07-1220181302-56002-s2.0-85107664061https://hdl.handle.net/20.500.12415/7094This study aimed at exploring parental pressure on principals and teachers working at primary and secondary schools. We specifically wanted to find out the kinds and sources of parental pressure as well as its effects on personal and professional lives of principals and teachers. Using a qualitative design the study focused on personal experiences of participants and as such it can be described as a phenomenological study. Participants were 10 principals and 10 teachers from 10 schools (5 for each level of education) in Kartal, Istanbul. Data were collected through semi-structured interviews with each participant and analyzed through content analysis by researchers. Parental pressure on teachers was found to be on such topics as school marks, homework and classroom management issues whereas pressure on principals was on such issues as assignment of teachers to classes, registration in a particular classroom taught by a particular teacher and teacher re-assignment to a different class. Especially teachers admitted experiencing psychological and affective problems caused by such pressures and failing to contain and leave behind such feelings at school. In the end suggestions for practice and further research were offered. © 2018. Milli Egitim. All Rights Reserved.trinfo:eu-repo/semantics/closedAccessParental PressurePrincipal-Parent InteractionTeacher-Parent InteractionArticle176220Q315747