Date of Degree
8-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Program
Education
Advisor
Arthur E. Hernandez
Advisor
Joan M. Labay Marquez
Advisor
Mariannella D. Nunez
Abstract
This qualitative exploratory research study explored and examined the interpersonal communication practices between elementary school teachers and parents in the pre, during, and post- COVID-19 pandemic periods within elementary schools in North Texas. Rather than centering on a defined problem, this study aimed to explore how communication interaction evolved following the pandemic and to generate a deeper understanding of the factors shaping school responses related to social-emotional learning, educational programming, and communication competence among teachers. Existing research highlighted communication as a critical factor in student success; however, limited studies examine how systemic disruptions and evolving communication practices reshaped these interactions over time. Communication challenges, including unclear messaging, increased workload, and structural constraints, continued to affect both teachers and parents, particularly in post-pandemic educational settings, impacting the positive outcome of students. Grounded in O’Toole’s (2020) “Noise in Communication” theory and the simultaneous transactional model of communication, this study seeks to understand how “noise” embedded within educational systems influences communication effectiveness. The following research questions guided this study,
#R1. How do elementary school teachers and parents describe the ways in which their communication practices changed during and after the COVID-19 pandemic?
#R2. How do elementary school teachers and parents perceive and make sense of their expectations for interpersonal communication in the post-COVID-19 pandemic?
Understanding these dynamics was important for understanding the evolution of communication post-COVID-19, improving clarity, equity, and sustainability in the school communication system, illuminating how a supportive school environment is fostered through everyday effective interaction and influences the overall student success.
This study employed a qualitative exploratory design to examine communication practices within the elementary school community. Participants included elementary school teachers and parents selected through purposive and convenience sampling, as they were the knowledge holders with direct experience of school communication processes during the COVID-19 pandemic. Data collection was through semi-structured interviews, allowing participants to describe their experiences and perceptions of communication before, during, and after the COVID-19 pandemic.
Data analysis was initiated using thematic analysis involving inductive and deductive (hybrid) coding, categorization, and interpretation to identify patterns and emerging themes. To ensure rigor and trustworthiness, this study employed strategies, such as member checking. reflective journaling and maintaining an audit trail. The theoretical framework of O’Toole’s (2020) “Noise in Communication” guided the analysis by framing how internal and external factors influenced communication breakdowns and effectiveness within school systems.
The findings in the study revealed that communication practices between teachers and parents underwent significant evolution across pre-, during-, and post-COVID-19 pandemic phases. Key themes in the study included increased reliance on digital communication platforms with decreased personalization. Themes exposed increased expectations for responsiveness, accessibility, and accountability of individuals, and persistence of systemic barriers/noise affecting clarity and consistency in communication practices.
Participants reported that unclear communication contributed to increased workload, conflict, and emotional labor. Structural factors such as time constraints, resource limitations, and institutional expectations were identified as forms of noise embedded within the communication system, shaping both the quality and effectiveness of interactions. Overall, the findings revealed that communication challenges are not merely individual but are deeply rooted in systemic and structural conditions.
This qualitative research study contributed to the understanding of teacher and parent communication practices by extending O’Toole’s “Simultaneous Transactional Communication Theory (2020) framework into the educational context, demonstrating how systemic and structural factors influence communication effectiveness. The findings suggested that improving communication in schools requires not only individual effort but also a centralized digital communication system, funding support, effective administrative leadership, equitable access to resources, clear response-time expectations, and the intentional reduction of systemic “noise”. By addressing these embedded noise or barriers, schools could enhance communication clarity and foster more collaborative and supportive relationships between teachers and parents. These improvements have the potential to positively impact students’ academic success, social-emotional well-being, and overall school experience in the post-COVID-19 pandemic.
Recommended Citation
Khulal, Rekha, "Examining Interpersonal Commnication Practices Among Teachers and Parents in Elementary School Communities Post-COVID-19 in North Texas" (2026). Theses & Dissertations. 492.
https://athenaeum.uiw.edu/uiw_etds/492