This study developed a partial ecological model of contextual factors impacting school and pastoralist family communication at the primary school level in rural Mongolia based on Bronfenbrenner’s ecological model. To develop the model, we interviewed 10 classroom teachers and 10 pastoralist parents from two remote county schools in eastern Mongolia. During our interpretative phenomenological analysis based on semi-structured interviews, we found eight contextual factors impacting rural school and pastoralist family communication located at the exosystem and the macrosystem levels. The partial ecological model can be used in teacher education programs providing a greater insight into the contexts of school-family communication for pre-service and in-service teachers and for teacher educators and policy makers. The model could also be a foundational model for communication training in teacher education courses. In this respect, the current study may help inform researchers and education policy makers not only in Mongolia but also in other settings.
pastoralist children, school-family communication, ecological systems theory, government policy, teacher education, interpretative phenomenological analysis
This work was supported by the Civil Society Scholar Awards of the Open Society Foundations [IN2017-37074] and the Research Programme for Public Education Development of the Hungarian Academy of Sciences. The authors are very grateful to the anonymous reviewers and editors, and Dr. John David Campbell for their reviews and invaluable suggestions.
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Recommended APA Citation
Sukhbaatar, B., & Tarko, K. (2022). Contextual Factors Impacting School and Pastoralist Family Communication in Rural Mongolia: A Partial Ecological Model. The Qualitative Report, 27(8), 1638-1659. https://doi.org/10.46743/2160-3715/2022.5511
Scopus Author ID: 57208011056