Journal of Applied Psychological Research

Consequences of Mother-Teacher Role Duality from Children's Point of ‎View: A Phenomenological Study

Document Type : Research Paper

Authors

1 Department of Counseling, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.‎

2 Associate Professor, Department of Counseling, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. ‎

Abstract

The objective of this study was to examine the repercussions of the mother-teacher’s dual function from the children’s point of view. The research methodology employed in this study was qualitative and phenomenological. 12 individuals (8 girls and 4 boys) were selected through purposive sampling from the research field, which encompassed boys and girls aged 12 to 20 residing in Tehran and Bonab in 2024. Information was gathered through a semi-structured interview. Colaizzi’s phenomenological analysis was employed to analyze the data, resulting in the extraction of 82 primary codes, 8 secondary themes, and 2 main themes. The primary theme of communication consequences is further divided into four sub-themes: the child’s efficient experience in communicating with classmates, communication challenges with classmates, communication challenges with the mother, and the child’s positive position in school. The emotional consequences of the mother's teaching were also two sub-themes: the child's experience of positive emotions and the child's experience of negative emotions. Ultimately, the findings indicated that there are mothers in the education system who, in addition to their primary responsibilities, also assume the role of a teacher in the classroom. The lived experience of children as a consequence of this duality is both positive and negative. This investigation assists administrators and policymakers in the field of education, as well as mothers who serve as their children's elementary school instructors, in formulating policies and initiatives that promote the contributions of mothers and educators to the lives of children.

Keywords

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Journal of Applied Psychological Research
Volume 17, Issue 1
February 2026
Pages 85-97
  • Receive Date: 29 October 2024
  • Revise Date: 22 November 2024
  • Accept Date: 28 December 2024
  • First Publish Date: 25 January 2026
  • Publish Date: 30 March 2026