Identifying effects of personal boundaries, confidence, and age, on texting use for teacher communication with parents

dc.contributor.advisorYuen, Timothy
dc.contributor.authorSeal, Andrea K.
dc.contributor.committeeMemberSass, Daniel
dc.contributor.committeeMemberMcGee, Patricia
dc.date.accessioned2024-02-12T20:02:16Z
dc.date.available2024-02-12T20:02:16Z
dc.date.issued2011
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractMultiple studies have shown that parental involvement increases student academic success. Teacher-parent communication is an integral type of parental involvement. This study evaluated how personal boundaries (political and safety), confidence, and age predict the use of texting by teachers for teacher-parent communication. Using a survey instrument, this study collected quantitative data about types and frequency of technology use for teacher-parent communication, along with texting confidence and personal boundaries. Open-ended qualitative responses were collected to explain the use of texting by teachers in more detail. The sample included 149 teachers in south Texas, with a relatively equal distribution of grade levels: elementary school, middle school, and high school. Binary logistic regression was used to determine how personal boundaries, confidence, and age predict a teacher's use of texting. Analyses revealed that as a teacher's personal boundaries decrease, their likelihood of belonging to the group of teachers who will text parents increases. Teachers' confidence and age did not prove to be statistically significant. This research indicates that the digital divide in adults is not as wide for socio-economic groups with respect to cell phone ownership, so cell phones and texting might be an important way to contact all parents regardless of socio-economic status creating valuable teacher-parent relationships for all.
dc.description.departmentCounseling
dc.format.extent71 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781124628929
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5310
dc.languageen
dc.subjectboundaries
dc.subjectcommunication
dc.subjectdivide
dc.subjectparent
dc.subjectSMS
dc.subjecttexting
dc.subject.classificationEducational technology
dc.subject.classificationEducational psychology
dc.titleIdentifying effects of personal boundaries, confidence, and age, on texting use for teacher communication with parents
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentCounseling
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Education

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