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How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors
ARTICLE

, , Technische Universität München, Germany ; , Syracuse University, United States

TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Gartmeier, M., Gebhardt, M. & Dotger, B. (2016). How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 207-216. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.009

Keywords