How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors. (April 2016)

• Record Type: Journal Article
• Authors: Gartmeier, Martin; Gebhardt, Markus; Dotger, Benjamin
• Is Part Of: Teaching and teacher education. Volume 55(2016)
• Page Start: 207
• Page End: 216
• Publication Date: 2016-04
• Subjects: Parent-teacher communication -- Parent counseling -- Teacher competence -- Teacher collaboration -- Teacher learning; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.01.009
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Parent-teacher communication competence, frequency of exchange on parent-related issues with colleagues and time spent working with parents were measured with questionnaires in a sample of 677 German mathematics teachers. A latent class analysis revealed four groups of teachers: 24% showed high, 36% showed medium and 16% showed lower levels of communication competence with balanced profiles. A fourth profile (24%) showed a strong focus on pragmatic problem solving in communication with parents. The profiles differed in the extent of their exchange with colleagues on parent-related issues. No relationships were found regarding the time spent talking to parents. Highlights: 677 German mathematics-teachers evaluated their parent communication competence. 24% showed high, 36% medium and 16% showed lower competence with balanced profiles. 24% exhibited a focus on problem solving in communication with parents. Higher competence related to more exchange with colleagues on parent-issues. Competence did not relate to time spent working with parents.