Teachers' perceptions of changes in communication among themselves and with their principal as a result of implementing electronic mail systems in selected K-8 California schools.

摘要

Purpose. The inclusion of computer technology in classrooms via the Internet presents the opportunity for school administrators and teachers to communicate electronically. The purpose of this study was to describe the effect of electronic mail systems on changes in: (1) communication among teachers, (2) communication between the principal and teachers, and (3) ease and efficiency of communication, as perceived by teachers in selected California K-8 schools. In addition, this study sought to identify the aspects of e-mail most valued by teachers, aspects causing the most concern, and the greatest change in communication perceived by teachers at their school as a result of using e-mail.;Methodology. In this descriptive study, 240 teachers in thirteen K-8 schools in California were surveyed. The survey was constructed using ten communication behavioral norms clustered in three areas: open and equitable sharing of information, collaboration and problem solving. A t-test was used to determine if the two sets of means, before and with e-mail, were significantly different. Teachers rated the ease and efficiency of communication based on the six characteristics of e-mail technology. Open-ended questions probed teachers' opinions as to the aspects of e-mail they valued the most, aspects causing the most concern, and the single greatest change in communication at their school.;Findings. For all of the ten communication behavioral norms the differences in means were significant. In addition, teachers perceived electronic communication to be easier and more efficient. They value the convenience and speed of e-mail and cited better, more organized communication and an increase in sharing projects. They have concerns about the logistics of use and the confidentiality of e-mail. The greatest change was improved communication.;Conclusions and recommendations. Teachers in schools implementing e-mail have a higher level of communication among themselves and with their principal. They engage in more open and equitable sharing of information, collaboration, and problem solving. Superintendents and principals interested in strengthening their organization and integrating technology into all facets of school life, should implement e-mail in their schools, become role models in its use, provide continuous training and technical support, and capitalize on the opportunity e-mail offers to promote teamwork and enrich dialog with all teachers and staff.