Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Çukurova Üniversitesi 10.14812/cuefd.1757976 Philosophical and Social Foundations of Education Classroom Education Eğitimin Felsefi ve Sosyal Temelleri Sınıf Eğitimi Parentokrasinin Gölgesinde Özel Ders Olgusu: İlkokul Velilerinin Görüşleri The Phenomenon of Private Tutoring in the Shadow of Parentocracy: Primary School Parents' Perspectives https://orcid.org/0000-0001-8757-9374 Bülbül Hüner Sanem OKAN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 04 30 2026 55 1 545 574 08 05 2025 12 17 2025 Copyright © 2000, Çukurova Üniversitesi Eğitim Fakültesi Dergisi 2000 Çukurova Üniversitesi Eğitim Fakültesi Dergisi

Özel ders ebeveynlerin eğitim sitemine dahil olmalarının bir yoludur. Özellikle ilkokul kademesindeki ebeveynler özel ders sürecinde aktif rol oynarlar. Bu araştırma ilkokul velilerinin özel dersle ilgili karar verme süreçlerini parentokrasi çerçevesinde incelemeyi amaçlamaktadır. Bu amaç doğrultusunda çoğunluğu orta ve yüksek gelir düzeyine sahip 51 devlet okulu velisinden görüşme yoluyla veri toplanmıştır. Veriler tematik analiz aşamaları izlenerek analiz edilmiştir. Veri analizi sonucunda ebeveynler çocuklarının okuldaki eğitimini desteklemek ve ortaokulda girecekleri ulusal sınavlarda çocuklarına rekabet avantajı sağlamak için çocuklarının özel derse ihtiyacı olduğunu düşünmektedirler. Ebeveynler çocukları için faydalı bir şey yapıyormuş hissi uyandırdığı için ve çocuklarının öğrenme sürecine hâkim hissettirdiği için özel ders sürecinde karar alıcı olmaktan dolayı kendilerini iyi hissederken özel ders sürecini takip etmenin getirdiği sorumluluktan dolayı da kötü hissettiklerini ifade etmişlerdir. Son olarak örgün eğitimde sınıf mevcutlarının azaltılması, okullarda birebir etüt desteği, sınıf öğretmeni değişikliği yapılabilmesi ve ulusal sınavların kaldırılması gibi koşulların oluşması halinde özel derse ihtiyaçlarının kalmayacağını belirtmişlerdir.

Private tutoring is a way for parents to become involved. Parents of elementary school students play an active role in the private tutoring process. This study aims to examine the decision-making processes of elementary school parents regarding private tutoring within the framework of parentocracy. Data was collected through interviews with 51 parents of public-school students, most of whom had middle to high income levels. The data were analyzed following thematic analysis stages. The data analysis revealed that parents believe their children need private tutoring to support their education at school and to give them a competitive advantage in the national exams they will take in middle school. Parents stated that they feel good about being decision-makers in the private tutoring process because it makes them feel like they are doing something beneficial for their children and that they are in control of their children's learning process, but they also feel bad because of the responsibility that comes with monitoring the private tutoring process. They stated that if conditions such as reducing class sizes in formal education, providing one-on-one tutoring support in schools, allowing changes in classroom teachers, and eliminating national exams were met, they would no longer need private tutoring.

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