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.
