The current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.
A group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.
In general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.
The results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.
