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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.02257

The role of digital school-home communication in teacher well-being

  • 1University of Helsinki, Finland
  • 2Faculty of Educational Sciences, University of Helsinki, Finland
  • 3Helsinki Collegium for Advanced Studies, University of Helsinki, Finland

Well-functioning communication is crucial in all work communities. A respectful and trusty partnership between parents and teachers in schools is essential not only for pupils but also for the well-being of the whole organization. Communication is at the heart of such a partnership. Although most parent-teacher communication nowadays takes place on digital platforms, not much is known about the specific role of digital communication (DC) in building parent-teacher partnerships. In an attempt to find out we asked 400 Finnish parents and 80 teachers about their experiences of communicating digitally and the kind of matters they discussed, and how they thought feedback on pupils should be expressed. The data was content- analyzed. Three categories related to DC content were identified: study-related matters, behavioral issues, and sensitive issues. Parental and teachers’ expectations of how pupil feedback should be expressed also fell into three categories: a good balance of encouraging and corrective feedback, more encouraging feedback, and a constant emphasis on the child’s weaknesses. These results have research and practical implications for teacher well-being.

Keywords: parent-teacher partnerships, digital communication, teacher well-being, Teacher Education, Finnish schools

Received: 06 Jun 2019; Accepted: 20 Sep 2019.

Copyright: © 2019 Kuusimäki, Uusitalo-Malmivaara and Tirri. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: MD, PhD. Anne-Mari Kuusimäki, University of Helsinki, Helsinki, Finland,