國小教師使用社群平台與親師溝通之相關研究

國小教師在社群平台上與家長進行親師溝通已成常態，本研究從現況、目的、以及壓力等多方面因素出發，深入探討現場教師在這個趨勢下的使用現況。透過 399 份匿名網路問卷的收集，揭示了國小教師在社群平台上與家長溝通的實際情況。研究發現，教師在選擇社交平台時有著個人喜好，可能會使用一種或多種平台，並因此享有溝通方便、功能豐富多元等優點。就目的而言，教師認為花時間與家長溝通可加深親師關係，使溝通更有彈性。然而，由於社群平台提供多樣功能，教師不僅要經營並善用這些功能，也因此增加了加班的機會。教師使用社群平台與家長溝通的時間逐漸增加，社群平台提供更多途徑使家長更願意參與溝通。同時，教師在經營班級群組及回覆訊息上所花費的時間增多，使得工作與非工作時間的界線變得模糊。從壓力層面探討，適當的溝通有助於穩固親師關係，但也因訊息回覆的壓力、工作時間延長等因素，使教師在非上班時間收到訊息帶來的壓力明顯增加。整體而言，社群平台在親師溝通上的便利性與挑戰性同時存在，為教育領域帶來新的面向與思考。

關鍵字

親師溝通；社群平台；溝通壓力；親師網路溝通

並列摘要

In the field of elementary education, the widespread practice of teachers engaging in parent-teacher communication on social media platforms is evident. This research undertakes a comprehensive exploration of the current usage patterns of on-site teachers within this trend, taking into account various factors such as the current situation, purpose, and stress. Through the analysis of 399 anonymous online questionnaires, the study reveals the practicalities of elementary school teachers communicating with parents on social media platforms. The findings indicate that teachers demonstrate individual preferences when choosing social platforms, opting for one or multiple platforms, and thereby benefiting from advantages such as convenient communication and diverse functionality. Concerning purpose, teachers assert that dedicating time to communicate with parents contributes to deepening the parent-teacher relationship and making communication more flexible. However, the multifaceted features offered by social media platforms necessitate effective management and leveraging, leading teachers to encounter increased opportunities for overtime work. The time spent by teachers on communicating with parents through social media platforms gradually increases, driven by additional avenues provided by these platforms, making parents more willing to engage in communication. Simultaneously, the time spent by teachers managing class groups and responding to messages rises, blurring the boundary between work and non-work hours. From a stress perspective, appropriate communication assists in solidifying the parent-teacher relationship. Nonetheless, factors such as the pressure of message replies and extended working hours during non-office hours significantly amplify stress for teachers. In conclusion, the convenience and challenges of social media platforms in parent-teacher communication coexist, offering new perspectives and considerations for the education sector.