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

Martin Gartmeier, Markus Gebhardt, Benjamin Dotger

Research output: Contribution to journalArticle

11 Scopus citations

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 languageEnglish (US)
Pages (from-to)207-216
Number of pages10
JournalTeaching and Teacher Education
Volume55
DOIs
StatePublished - Apr 1 2016

Keywords

  • Parent counseling
  • Parent-teacher communication
  • Teacher collaboration
  • Teacher competence
  • Teacher learning

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors'. Together they form a unique fingerprint.

Cite this