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.
Original language | English (US) |
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Pages (from-to) | 207-216 |
Number of pages | 10 |
Journal | Teaching and Teacher Education |
Volume | 55 |
DOIs | |
State | Published - Apr 1 2016 |
Keywords
- Parent counseling
- Parent-teacher communication
- Teacher collaboration
- Teacher competence
- Teacher learning
ASJC Scopus subject areas
- Education