PSYCHOLOGICAL FEATURES OF CHILD-PARENT RELATIONSHIPS OF EDUCATORS

Abstract

The article presents the results of an empirical study examining parent–child relationships among teachers with varying lengths of family experience. It emphasizes that family interaction serves as the leading social environment for a child’s personality formation, while parenting style acts as one of the key determinants shaping the emotional-volitional sphere, self-esteem, and social adaptation. The study proves that teachers who combine the professional roles of educator and parent display both constructive and destructive patterns of interaction with their children. The most widespread tendencies include dominant hyperprotection and emotional rejection, which may result from professional overload, burnout, or insufficient emotional self-regulation. At the same time, respondents from both mature and young families tend to demonstrate higher levels of acceptance, cooperation, empathy, and readiness for open dialogue with their children. A statistically significant correlation was identified between types of parental attitudes (acceptance, symbiosis, authoritarian hypersocialization, and “little loser”) and the duration of family life, indicating the dynamic nature of parental competence development. Marital satisfaction was revealed as an important predictor of educational effectiveness: couples with harmonious relationships exhibit lower levels of parental stress, provide greater emotional support to their children, and show a stronger sense of responsibility for the overall family climate. According to the FACES III methodology, most teachers possess a balanced family system characterized by optimal flexibility, cohesion, and adaptability. These findings highlight the importance of developing teachers’ psychological culture as parents, enhancing their emotional competence, and implementing psychoeducational programs aimed at improving the quality of family relationships, fostering resilience, and preventing emotional burnout among educational professionals.