"It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication.

Description:

With the rise of "helicopter" parents within primary and secondary education, school officials nationwide have started to address how to manage parental involvement in the educational system, specifically with regard to parent-teacher communication. Beginning in the 1980s, school administrators actively implemented programs targeting increased parental involvement in K-12 public schools, though the use of contact and relationship building strategies, in order to substantiate school-teacher-parent communication and further parental influence over decision making processes. While administrators and parents may view parent-teacher interactions as productive, teachers' negative experiences with parents may lead to stress, burnout, and attrition. Researchers have indicated that between 20 and 50% of first through third year teachers leave the profession due to increased, long-term stress, unrealistic workload, and an overall feeling of decreased personal and professional fulfillment. Likewise, through educational reform initiatives to standardize curriculum and increase parental involvement within public schools, teachers' roles within the educational system have shifted from positions of power, to figureheads for the system. The purpose of this study is to examine public school K-12 teachers' standpoints as they relate to parent-teacher communication.

Creator(s): Thomas-Seltzer, Ashley
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 464
Past 30 days: 11
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
  • Digitized: October 5, 2009
Description:

With the rise of "helicopter" parents within primary and secondary education, school officials nationwide have started to address how to manage parental involvement in the educational system, specifically with regard to parent-teacher communication. Beginning in the 1980s, school administrators actively implemented programs targeting increased parental involvement in K-12 public schools, though the use of contact and relationship building strategies, in order to substantiate school-teacher-parent communication and further parental influence over decision making processes. While administrators and parents may view parent-teacher interactions as productive, teachers' negative experiences with parents may lead to stress, burnout, and attrition. Researchers have indicated that between 20 and 50% of first through third year teachers leave the profession due to increased, long-term stress, unrealistic workload, and an overall feeling of decreased personal and professional fulfillment. Likewise, through educational reform initiatives to standardize curriculum and increase parental involvement within public schools, teachers' roles within the educational system have shifted from positions of power, to figureheads for the system. The purpose of this study is to examine public school K-12 teachers' standpoints as they relate to parent-teacher communication.

Degree:
Level: Master's
Language(s):
Subject(s):
Keyword(s): Parent-teacher communication | emotional labor | stress and burnout | standpoint theory
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 475493619 |
  • UNTCAT: b3805605 |
  • ARK: ark:/67531/metadc10977
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Thomas-Seltzer, Ashley
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.