Exploring the Use of Mobile Instant Messaging for Parent-Teacher Communication

Abstract

Communication between teachers and parents is essential to foster parental involvement in school related activities. The purpose of this study is to evaluate the effectiveness of mobile instant messaging for parent-teacher communication in enhancing two-way communication between parents and teachers. In particular, the research examines the barriers on parental involvement and investigates the relationship between the use of mobile instant messaging for parent-teacher communication, as well as for families of different socio-economic and educational background. In addition, the study also evaluates parents’ attitudes and perceptions towards the use of mobile instant messaging for communication with teachers. The respondents for this study were 251 parents with different background. This study employed a mix-method research design which involved quantitative and qualitative data. The findings revealed that time constraint is the primary reason for parents to be involved in school related activities. The study results also indicated that there is no relationship between family socio-economic background and the use of mobile instant messaging for parent-teacher communication. However, the findings show a significant relationship between parents’ educational background and the use of mobile instant messaging for parents-teacher communication. Moreover, the study also found a receptive attitude among parents towards mobile based communications with teachers and school

The implications of digital communication between parents and teachers from a teachers’ point of view

“…Regarding information blasting, not all parents can be approached or reached similarly (Ankrum, 2016). According to earlier research conducted in Malaysia, parents' and teachers' engagement was only adequate (Abu Ziden et al, 2020). Schools must, therefore, use various flexible communication tactics that may be adjusted to the needs of the parents and their schedules (Bordalba & Bochaca, 2019).…”

“…According to Eipstein's definition of a parent-teacher partnership, this study defines parent-teacher communications as a two-way, meaningful, transparent and ongoing process by which information about academics and extracurricular activities is shared between home and school (teachers, administrators, counsellors) (Abu Ziden et al, 2020).…”