The ‘Metaphors’ method for assessing motivational and meaning-related attitudes of future teachers toward interaction with parents

Abstract

This article addresses the critical challenge of teacherparent relationships and the psychological readiness of future teachers for effective collaboration with parents in modern educational settings. While such partnership is recognized as a cornerstone of a unified educational environment, traditional diagnostic tools like surveys often fail to reveal the underlying attitudes of future educators. This gap can result in insufficient collaborative skills, increased conflict with parents, and professional burnout. To address this, we developed and piloted a projective technique, the ‘Metaphors’ method, designed to diagnose the motivational and meaning-related attitudes of future teachers. The method comprises four techniques: ‘Associative Portrait’, ‘Free Metaphors’, ‘Theatre Roles’, and ‘Unfinished Scenes’. This comprehensive approach assesses all components of attitudes: the cognitive (stereotypes and beliefs), the affective (emotional tone), and the behavioral (ready-made action scripts). Results are processed via content analysis to ensure objectivity. The study’s practical significance resides in the method’s utility for the precise diagnosis of problematic areas in teacher training and for developing targeted training and remediation programs. Its theoretical significance lies in its contribution to educational psychology through the integration of projective methods with content analysis and the clarification of the structure of motivational and meaning-related attitudes. The developed diagnostic tool overcomes the limitations of traditional methods in studying teacherparent interaction. It identifies implicit attitudinal components in future teachers through metaphorical associations and projections. By combining qualitative projective techniques with quantitative content analysis, the method ensures standardized and objective interpretation of the data. A pilot study with a sample of students (n=45) confirmed the diagnostic value of the method, identifying key attitude types. It was found that only 33% of respondents demonstrated an orientation toward partnership, while 66% exhibited attitudes that hinder effective interaction, such as anxiety, avoidance, and formalism. An algorithm for comprehensive analysis was developed to identify both congruent and contradictory attitudes.