A study of parent-teacher communication: The social/cognitive and efficacy bases of teachers' communicative strategies.
Item
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Title
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A study of parent-teacher communication: The social/cognitive and efficacy bases of teachers' communicative strategies.
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Identifier
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AAI9807992
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identifier
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9807992
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Creator
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Rolnick, Laura G.
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Contributor
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Adviser: Marian Fish
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Date
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1997
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Speech Communication
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Abstract
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The present investigation seeks to identify and understand individual differences in teachers' messages to parents during conferences about children's learning and behavior problems. The study draws upon the methodology, constructs, and message coding systems developed within the constructivist approach to the study of communication (Applegate & Woods, 1991; Delia, 1987; O'Keefe & Shepherd, 1989).;Elementary school teachers (n = 84) were drawn from 24 schools in three urban school districts. Each participant completed a written questionnaire and produced messages for two types of hypothetical simulated situations--explanatory and persuasive--during a face-to-face interview. In explanatory situations, teachers responded to a parent's assertion that the teacher had failed to fulfill a professional obligation (e.g., solve a child's peer relationship problem). Explanations were ranked on a five-point scale ranging from highly defensive to highly supportive message content. In persuasive appeal situations, teachers responded to a parent who was opposing the teacher's request for assistance in solving a child's school-related problem. Persuasive appeals were ranked on a five-point scale ranging from positional to person-centered communication. Both sets of messages were ranked for relational development (effort to pursue a relationship with a difficult parent). Multiple goal management scores were assigned to messages for strategy choices in issuing demands and/or criticism.;Data were examined through path analyses to assess the role of construct differentiation (a measure of a priori social/cognitive achievements), teacher efficacy, and communication efficacy. Teacher efficacy was measured with the two-factor Gibson Teacher Efficacy Scale. Personal teaching efficacy--teachers' beliefs in their instructional performance capabilities--had a significant direct influence on all variables. Construct differentiation had a significant influence on explanation and relational development scores, but not on persuasive appeal scores. A portion of the influence of construct differentiation was transmitted through personal teaching efficacy and communication efficacy. Highly differentiated and efficacious teachers were more likely than others to address multiple communicative goals when issuing directives and expressing criticism. General teaching efficacy was not a significant source of variance for any of the communication measures.;Directions for future research and implications for staff development are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
