Teacher-parent communication: The development and evaluation of a model of teacher intention and behavior for Hong Kong primary schools

Teacher-parent communication: The development and evaluation of a model of teacher intention and behavior for Hong Kong primary schools

• Pang, I Wah

2000

• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與

Parent-Teacher Relationships -- Hong Kong Education, Elementary -- Parent Participation -- Hong Kong Interpersonal Communication

• Hong Kong

• 1997.7 onwards

• 小學教育

This research attempts to explore the antecedents of teacher behavior in communicating with parents, and to develop and test a model of teacher-parent communication in the context of Hong Kong primary schools.
The investigation comprised four parts. The first part was the evolving of a conceptual framework in predicting teacher behavior in communicating with parents. The proposed framework made important reference to concepts in the theory of planned behavior, but adopted neither the majority of its constructs nor the second-order structure of attitude- belief. It was hypothesized that teacher behavior was mainly determined by teacher intention, and teacher intention was subsequently determined by four components of teacher beliefs: namely role beliefs, normative beliefs, efficacy beliefs and context beliefs. Relevant teacher beliefs were identified and incorporated into the four components.
The second part of the study (Study One) explored the feasibility of the proposed framework with a small sample. Instruments for measuring various teacher variables were developed. The proposed model was basically supported by path analysis. This initial study was encouraging and justified the use of a more powerful tool of structural equation modeling, which could test simultaneously the whole system of variables.
The third part of the study (Study Two - Part One) was the first section of the main study involving 1918 teachers from primary schools. It comprised the developing of a total of thirteen measurement models of teacher beliefs and intention to be used in the modified framework of study. Satisfactory goodness-of-fit indices were obtained for all resulting instruments.
The last part of the study (Study Two - Part Two) involved the developing and testing of the structural model for predicting teacher communication behavior. A model generation approach was adopted. Altogether, three paths and six correlations were added to the hypothesized initial model. The final model gave satisfactory goodness-of-fit indices. Teacher's time spent was found to be mainly predicted by teacher intention (betaO.63), and teacher intention was predicted by most hypothesized teacher beliefs. Personal teaching efficacy appeared to be the pivot in the prediction model. Teacher efficacy in working with parents exerted the largest direct effect on teacher intention. Role beliefs in working with parents also had considerable total effects on both teacher intention and time spent. The squared multiple correlations for teacher intention and time spent were 0.25 and 0.36 respectively, showing a fairly moderate relationship between the latent and observed variables. The limitation in the prediction can be explained by the "problem oriented" teacher-parent contacts in Hong Kong schools, and the sole inclusion of teacher beliefs or psychological factors in the prediction model.
Findings of this research suggested that it is feasible to apply motivation theory to the understanding of teacher practices of parent involvement. To enhance teacher-to-parent communication, teachers should be encouraged to plan their communication with parents in a conscious and organized manner. The efficacy and role beliefs of teachers in teaching and working with parents should also be enhanced.

PhD

University of Hong Kong

Hong Kong

• 英文

博碩士論文

https://bibliography.lib.eduhk.hk/tc/bibs/5ccdcc5d

2010-12-16