Parents and Teachers’ Attitudes Toward Written Communication and Its Impact in The Collaboration Between Them: Problem of Social Study Education

Vlora Sylaj, Alije Keka Sylaj

Abstract


The study has the purpose of analyzing the process of parent – teacher cooperation and the written form communication as a factor with influence in this process. Within the overall purpose, the study also has his specific objectives. It is also analyzed if there exists a statistically significant relationship between written communication and the level of cooperation by Kosovo teachers and parents. The interest of the study was also understanding if there is a statistically significant relationship between attitudes towards written communication and its implementation by Kosovo teachers and parents This study, designed as correlational survey method that was conducted with 298 teachers and 298 parents of third and fourth grade students from urban schools, as well as 297 teachers and 300 parents of third and fourth grade students from rural schools. The alternative hypothesis is that there is a statistically significant relationship between attitudes towards written communication and its implementation by Kosovo teachers and parents. The results show a link between written communication and the level of cooperation of teacher-family. Clearly, the results of the t-test show that there are differences between attitudes towards written communication and its implementation in cooperation. The average attitude of parents and teachers towards written communication is higher than the average of teachers and parents who apply written communication.


Keywords


communication; written communication; social studies; parent-school collaboration

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