Date of Award

Spring 2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Sarah C. Lightner, Ph.D.

Committee Member

Nicholas McCann, Ph.D.

Abstract

This explanatory sequential mixed-methods study explored the communication preferences of parents and teachers through traditional and new technology-based communication modes. Parents (n = 34) and teachers (n = 6) were selected from a public elementary school in the northeastern United States. Participants were administered Likert-type scales on the perceived connectedness of communication modes, as well as the Parental Academic Support Scale, Importance of Supportive Behaviors Scale, and Satisfaction of Communication Tools Scale. The survey contained four open-ended questions on home-school communication preferences. Survey results indicated that parents (M = 17.61, SD = 4.14) and teachers (M = 18.33, SD = 2.25) reported greater perceived connectedness with traditional communication modes, as opposed to parents’ (M = 13.38, SD = 5.19) and teachers’ (M = 13.17, SD = 2.48) perceptions of newer modes. Additionally, results revealed that parents (M = 13.79, SD = 3.66) and teachers (M = 15.50, SD = 1.22) perceived stronger connections to warmer and richer modes, as opposed to parents’ (M = 17.21, SD = 5.66) and teachers’ (M = 16.00, SD = 2.28) perceptions of colder and leaner modes as defined by Social Presence Theory and Media Richness Theory. However, the survey indicated that participants have a strong preference for using e-mail, a cold and lean mode, for all communication. Subsequent interviews and artifact reviews provided insight into the benefits and drawbacks of each mode and strategies for use, determining that preference was driven by convenience. This research contributes to literature surrounding parent-teacher communication modes and strategies.

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