The Study of the Communication Culture of Teachers with Colleagues, Parents and Students: Rural and Multi-level Schools

Document Type : Research Paper

Authors

1 Ph.D. in Curriculum Studies, Lecturer at Farhangian University, Khorramabad, Iran

2 Associate Professor, Department of Curriculum Studie , Faculty of Education and Psychology, Kharazmi University, Tehran, Iran

3 Associate Professor, Institute of Humanities and Cultural Studies, Tehran, Iran

4 Assistant Professor, Department of Curriculum Studies, Faculty of Education and Psychology, Kharazmi University, Tehran, Iran

Abstract

The purpose of this study was identifying the culture of teacher communication with colleagues, parents, and students in rural and multi-level schools in Lorestan province. Qualitative research method and descriptive ethnography were used. A sample of the study was 14 primary school teachers, which were selected through purposeful sampling and based on the theoretical saturation rate from the cooperative type which has been interviewed through semi-structured method. The content analysis method was used to analyze the findings. Findings of research showed that teachers had a positive communication culture and criticized communication in relationships with colleagues, parents, and students. The culture of teacher communication and collaboration with colleagues, parents, and students varied according to the environment, level of education, and expectations of colleagues, parents, and students. Following items, for positive relationships could be mentioned: the application of verbal and non-verbal communication principles for conveying lessons concepts to students, Briefing sessions for Parents, and Relationship with politeness and respect. Following items, for criticized Cultural communication could be mentioned: Teacher ‘malice and pessimism towards each other, The sense of negative competition, indifference and non- use of ideas amongst equal teachers, the importance of students after the material, not listening to the students 'voice, the parents' misleading expectations, and circular-based communication. The results of this study would be used to identify the cultural differences and the necessary measures regarding the conditions of multi-level classes in the educational system.

Keywords

References

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