How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors
Martin Gartmeier, Markus Gebhardt, Technische Universität München, Germany ; Benjamin Dotger, Syracuse University, United States
TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.