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Abstract
The purpose of this study is to discuss kindergarten teachers’ role conflictions when they received their in-service education. Conflictions included relationship with their families, colleagues and peer classmates in graduate school.
The researcher explored the ways that kindergarten teachers coped with these conflictions. This research applied qualitative methodology including semi-structured and in-depth interviews with eight kindergarten teachers with different background when they receive in-service education. After analyzing all the information, four main themes were found:
1. Role conflictions within the graduate program：content of the academic works was difficult and hard to go through, the requirement of graduate program is harder more than expected, time conflictions, class attendance, self-esteem, relationship with professors and interrelationship with peer classmates were all problems.
2. Conflict with roles with family members: kindergarten teachers’ roles were conflict with the roles of being a mother’s, a wife, a daughter/ daughter-in-law, and, moreover, family economy and family activities.
3. Conflict with roles with their duties of their own schools and relationships with their colleagues: It was hard for kindergarten teachers to take responsibilities of both administrative and teaching jobs. It was also hard to maintain interpersonal relationships with other teachers of the school.
4. Coping strategies for kindergarten teachers to handle these conflictions between families, colleges, and peer graduate classmates were accepting all the responsibilities, seeking for supports and strategy of obedience.
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