Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
Boundary work in marketized parent–school relations: an insider autoethnography of teacher emotional labor in a Chinese international school
Originally published 2026-08-19 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2026.1877257 ↗
Editorial reading guide · Collaboration
How do teachers and parents decide which issues should be negotiated together?
The researcher examines how institutional pressures shape boundaries between parents and teachers, using the experience of working within one school.
Who was studied?
A teacher's insider account from a Chinese international school.
Age / stage: International school community
Read with three questions
- What is gained and what is limited by the researcher's insider position?
- How did the researchers move from individual accounts to their interpretation?
- Where do children, families and educators each have a voice in the evidence?
Keep the limits in view
The accounts document experiences in the circumstances studied. They cannot establish how common an experience is in the wider population or measure an intervention effect.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Zhang Yue; Zhang Shikun (2026). Boundary work in marketized parent–school relations: an insider autoethnography of teacher emotional labor in a Chinese international school Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1877257
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.