| Research has shown that positive communication between parents and teachers at all grade levels is essential for student success and parent-teacher relationship formation. This positive communication practice is the key component of the parent-teacher relationship that is supported by the uncertainty reduction theory. The purpose of this study was to examine teachers' perspectives of the use of e-mail to communicate with parents. The questions for this study examined (1) teachers' perceptions of e-mail as a method of communication (2) differences in teachers' perceptions regarding email communication and (3) selected variables (gender, age, years of teaching experience, frequency of e-mail use, administrators' e-mail use, classroom e-mail access, grade level taught, and school socioeconomic level) that influenced their perceptions toward using e-mail to communicate with parents and (4) teachers' perceptions of obstacles to using e-mail to communicate with parents. Teachers in a suburban school district participated in this mixed-methods study by completing a quantitative survey that was analyzed using ANOVA and independent t tests followed by three qualitative semi-structured interviews that were recorded and transcribed for analysis based on similarities and themes. Results suggested that teachers in higher grade levels and those who used e-mail communication more frequently reported more positive perceptions of e-mail communication with parents. Two significant obstacles to e-mail use were raised (misinterpretation of content and lack of parent access to computers). As a result of this study, teachers and parents can better understand the ways e-mail can be used to effectively communicate about student issues that can result in improved student performance and academic success. |
