VELİ GÖRÜŞLERİNE GÖRE OKUL-AİLE İŞ BİRLİĞİNİN İNCELENMESİ

Abstract

Bu araştırma, velilerin görüşlerine göre okul aile iş birliği düzeyinin belirlenmesi ve bu düzeyin farklı değişkenlere göre incelenmesi amacıyla gerçekleştirilmiştir. Bu amaçla yürütülen çalışma, nicel araştırma modellerinden kesitsel tarama yöntemiyle yürütülmüştür. Araştırmanın örneklemini, Ankara ilindeki farklı okul tipleri ve kademelerinden oluşan 408 öğrenci velisi oluşturmaktadır. Verilerin toplanması için “Okul aile iş birliği standartları ölçeği” kullanılmıştır. Verilerin analizinde, betimsel istatistik hesapları yapılarak velilerin okul aile iş birliği düzeyi belirlenmiştir. Yapılan analizler sonucunda, velilerin okul aile iş birliğinin uygulanmasına yönelik görüşleri orta düzeyde çıkmıştır. Okul aile iş birliği düzeyleri incelendiğinde, genel anlamda, velilerin ebeveynlik tipine, yaşına, öğrenim durumuna, gelir durumuna, çocuk sayısına ve okula devam eden çocuk sayısına göre anlamlı bir farklılık saptanmamıştır. Ancak okul aile iş birliği düzeyleri alt boyutlar bağlamında incelendiğinde annelerin güç paylaşımı boyutunda babalara göre daha olumlu oldukları, genç velilerin öğrenci başarısını destekleme ve güç paylaşımı boyutlarında yaşlılara göre olumlu yaklaştıkları söylenebilir. Ayrıca öğrenim durum düzeyleri yüksek bireylerin güç paylaşımı boyutunu öğrenim düzeyi düşük velilere göre olumsuz değerlendirdikleri ve gelir durumu yüksek velilerin güç paylaşımı boyutundaki okul aile iş birliği düzeylerinin azaldığı söylenebilir.

Keywords

• Okul aile iş birliği
• veli
• eğitim

EXAMINATION OF SCHOOL-FAMILY COOPERATION ACCORDING TO PARENTS' VIEWS

Abstract

This research was carried out in order to determine the level of school-family cooperation according to the opinions of the parents and to examine this level according to different variables. The study carried out for this purpose was carried out with the cross-sectional survey method, one of the quantitative research models. The study sample consists of 408 parents of students from different school types and levels in Ankara. “School-family cooperation standards scale” was used to collect data. In the analysis of the data, the level of school-family cooperation of the parents was determined by making descriptive statistical calculations. As a result of the analyses, parents' views on implementing school-family cooperation were found to be moderate. When the levels of school-family cooperation were examined, no significant difference was found in general terms according to the parenting type, age, education level, income level, number of children and the number of children attending school. However, when school-family cooperation levels are examined in the context of sub-dimensions, it can be said that mothers are more positive than fathers regarding power sharing, and young parents are more positive than the elderly in supporting student success and power sharing dimensions. In addition, it can be said that individuals with high educational status evaluate the power sharing dimension negatively compared to the parents with low academic levels, and the level of school-family cooperation in the power sharing dimension of the parents with high income level decreases.

Keywords

• School family cooperation
• parent
• education

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