The Lifeworld Of Teachers’ Kids:

A Transcendental Phenomenology

Abstract

This study focuses on the lived experiences of children aged 6 to 10 years old who are not only teachers’ kids but also enrolled in classes taught by their teacher-parent. Through a qualitative transcendental phenomenological approach, this research seeks to unravel the intricate lived realities, perceptions, and challenges these young individuals face in the unique position of being both a student and the child of the teacher in the classroom setting. The study employs a purposive convenience sampling technique resulting in seven participants. Data were gathered using in-depth interviews, drawings, observations, and a profound exploration of their daily encounters. The generated themes include generous support, high expectations, security, self-made busyness, and extended school hours. The study recommends that for teacher’s kids, embracing uniqueness, setting personal goals, maintaining open communication with parents, and prioritizing self-care while avoiding stereotypes are crucial. Teacher-parents need to separate their roles, foster open communication at home, support their child’s interests, and maintain professionalism in both home and classroom environments. Moreover, future research may focus on the well-being and unique experiences of teachers’ kids utilizing mixed-methods or quantitative approaches.