Examining Pre-Kindergarten-Grade 8 Teacher Practices and Perceptions Regarding Using Facebook and Twitter for Parent-Teacher Communication

• Main Author: Gruber, Heidi
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2016
• Subjects: Barriers; Communication Strategies; Elementary Secondary Education; Faculty Development; Intervention; Parent Teacher Cooperation; Preschool Education; Social Media; Statistical Analysis; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Technological Literacy
• ISBN: 9781369683400; 1369683405

The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention, which was proven effective in showing teachers how to use Facebook and Twitter for parent-teacher communication, through Teacher Postsurvey data. Data from the Teacher Presurvey and Postsurvey were used to examine three research questions. In the study, the researcher also investigated teacher perceptions of the benefits of using social media, and solicited what they perceived to be the greatest challenges regarding communicating with parents by using Facebook and Twitter. The research was conducted through three research questions: 1. In what ways, if any, do teacher perceptions of using Facebook and Twitter to communicate with parents change regarding preparedness and propensity to use the tools, and value of using the tools? 2. What do teachers report as the greatest benefits of using Facebook and Twitter to communicate with parents? 3. What do teachers report as the greatest challenges to using Facebook and Twitter to communicate with parents? Responses to Research Question 1 demonstrated, after participating in the intervention, an overall shift in the participants' perceptions to be more agreeable toward using social media as a parental communication device. From the considerable shift after the intervention, the researcher identified the importance of teacher training and professional development for social media implementation. Research Questions 2 and 3, the benefits and challenges of using social media to communicate with parents, also exhibited results that emphasized the importance of social media training and professional development among teachers. In fact, the most commonly identified challenges (i.e., safety concerns, privacy concerns, lack of access, and understanding) could be addressed with proper training and professional development. Ultimately, most teachers who participated in the research recognized the value of using social media to communicate with parents. Although some challenges were associated with using social media to communicate with parents, they did not block the overwhelming benefits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]