Abstract
The purpose of this study is to explore the classroom management effectiveness enhancement by using social networking apps through electronic devices such as smartphones, tablet computers, and personal computers, as well as the role of parental involvement. Quantitative research was conducted, and the Structural Equation Modelling (SEM) statistical technique applied. From 15 different Changhua County primary schools in Taiwan, 411 teachers were chosen using stratified random sampling in proportion to the size and location of schools. Each teacher was invited to fill out a questionnaire. A total of 403 (98.05%) questionnaires were returned, with 382 (92.94%) considered valid. In order to confirm the statistical results, a focused group interview was also conducted. The effects of the behaviour intention of using Line, parental involvement, and classroom management effectiveness were all found to be positively associated with one another. Moreover, the mediating role of parents in the relationship between the behaviour intention of using Line and classroom management effectiveness enhancement was also supported and confirmed. Keywords: behaviour intention; classroom management effectiveness; parental involvement; social networking apps; Taiwan’s primary schools
Highlights
Parents are the first educators and teachers of their children
The sampling district was limited to the primary school teachers in Changhua County, which may have reduced inferential reasoning, owing to the urban-rural gap and narrow scope of educational level
Suburban, and rural school districts each have a unique set of characteristics and problems that may impact the degree of parental involvement (Prater, Bermúdez & Owens, 1997)
Summary
Parents are the first educators and teachers of their children. They play a primary role in their children’s family education. Kraft and Dougherty (2013) identified three primary mechanisms that most likely to affect the engagement: stronger teacher-student relationships; expanded parental involvement; and increased student motivation. Getting parents involved in their children’s learning is just as important as teacher teaching students. According to Ng and Yuen (2015), partnership between teachers and parents can enhance positive development of children’s self-concept. This finding has drawn the attention of school personnel and the general public to the issue of parental involvement (PI) in schools. In the educational setting of Taiwan elementary school, teachers and parents tend to exhibit a strong link (Hou & Chiang, 2010). This is a unique traditional culture in Taiwan. Through the effort of parent-committee, parental involvement can provide substantial impact on classroom management in terms of learning achievement and character education (e.g. proper behaviour on the part of students)
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