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ERIC Number: ED524239
Record Type: Non-Journal
Publication Date: 2010
Pages: 201
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-6597-4
ISSN: N/A
Teachers' Perspectives on Using E-Mail to Communicate with Parents
Kilgore, Amanda J.
ProQuest LLC, Ed.D. Dissertation, Walden University
Research has shown that positive communication between parents and teachers at all grade levels is essential for student success and parent-teacher relationship formation. This positive communication practice is the key component of the parent-teacher relationship that is supported by the uncertainty reduction theory. The purpose of this study was to examine teachers' perspectives of the use of e-mail to communicate with parents. The questions for this study examined (1) teachers' perceptions of e-mail as a method of communication; (2) differences in teachers' perceptions regarding email communication; and (3) selected variables (gender, age, years of teaching experience, frequency of e-mail use, administrators' e-mail use, classroom e-mail access, grade level taught, and school socioeconomic level) that influenced their perceptions toward using e-mail to communicate with parents; and (4) teachers' perceptions of obstacles to using e-mail to communicate with parents. Teachers in a suburban school district participated in this mixed-methods study by completing a quantitative survey that was analyzed using ANOVA and independent "t" tests followed by three qualitative semi-structured interviews that were recorded and transcribed for analysis based on similarities and themes. Results suggested that teachers in higher grade levels and those who used e-mail communication more frequently reported more positive perceptions of e-mail communication with parents. Two significant obstacles to e-mail use were raised (misinterpretation of content and lack of parent access to computers). As a result of this study, teachers and parents can better understand the ways e-mail can be used to effectively communicate about student issues that can result in improved student performance and academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A