Abstract
A series of in-depth interviews was used to document how 18 kindergarten through 3rd grade teachers who were also mothers of young children (teacher/mothers) perceived the effects of their dual role During Phase I, informants described aspects of the teacher/mother role. The constant comparative method was used to analyze the data and identify recurring themes. In Phase II, a structured 4-part interview schedule was used to investigate in more detail how expectations, the most prevalent theme, affected the participants. Responses to limited-choice questions in Phase II were assigned a rank order on the basis of averages of ratings for individual items. Three major conclusions were reached. First, the informants believed that the roles complemented each other and that the role interactions were mainly beneficial Five specific advantages of the dual role were identified. Second, expectations involving both roles were seen as ambiguous, and in certain circumstances, unrealistically high. Ten specific problem areas were listed in order of importance to the informants. Third, the teacher/mothers believed that they had gained insights and learned strategies for coping with and benefiting from their dual role. Six specific strategies were described. The results were discussed in terms of their support for previous studies, as an impetus for further research and their practical application in the professional development of teachers.
