Sınıf Öğretmenlerinin Perspektifinden Aile İlişkileri Bağlamında Öğrencinin Akademik Başarısı: Bir Durum Çalışması

Yıl 2025, Cilt: 7 Sayı: 30, 36 - 62, 29.12.2025

Selin Sude Çolakoğlu , Yunus Emre Demirbaş

https://doi.org/10.52105/temelegitim.1846900

https://izlik.org/JA79RN25XX

Öz

Bu araştırmanın amacı, öğrencinin akademik başarısının aile ilişkileri bağlamında sınıf öğretmenlerinin bakış açısından incelenmesidir. Nitel araştırma yöntemlerinden durum çalışması deseninde yürütülen araştırmada, İstanbul ilinde devlet ilkokullarında görev yapan 14 sınıf öğretmeni amaçlı örnekleme yöntemlerinden ölçüt örneklemeye başvurularak belirlenmiştir. Araştırmaya katılan öğretmenlerin ölçüt olarak ilkokul tüm sınıf seviyelerinde görev yapmış olmaları dikkate alınmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve kapsam geçerliği uzman görüşleriyle sağlanan altı soruluk yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analiziyle çözümlenmiştir. Bulgulardan elde edilen sonuçlar; ailelerin sosyoekonomik koşulları ile duygusal-psikolojik ikliminin öğrencinin akademik başarısını önemli ölçüde etkilediğini göstermektedir. Demokratik aile tutumları, güçlü aile içi iletişim ve kaynaklara erişim başarıyı artıran unsurlar olarak öne çıkmaktadır. Aile yapısının etkisine ilişkin görüşler farklılık gösterse de süreç takibi, dengeli ebeveyn yaklaşımı ve gerçekçi beklentiler başarının belirleyici bileşenleri arasında yer almaktadır. Ayrıca aile-okul iletişiminin niteliği, öğrencinin tanınması, psikolojik destek ve sürecin izlenmesi gibi faktörler akademik başarı üzerinde doğrudan etkili bulunmuştur. Sonuç olarak akademik başarı; ailenin sağladığı fırsat ve kaynakların, güvene dayalı iletişim, demokratik tutum ve süreç odaklı ebeveyn katılımıyla bütünleştiği bütüncül bir aile ikliminin doğal bir sonucudur. Bu bağlamda ailelerin eğitim sürecine aktif katılımı, öğretmen-aile iş birliğinin güçlendirilmesi ve ailelere yönelik bilinçlendirme çalışmalarının öğrencilerin akademik başarısını destekleyebileceği önerilmektedir.

Anahtar Kelimeler

Sınıf Öğretmenliği , İlkokul , Akademik Başarı , Aile , Aile İlişkileri

Students’ Academic Achievement in the Context of Family Relationships from the Perspective of Primary School Teachers: A Case Study

https://izlik.org/JA79RN25XX

Öz

The aim of this study is to examine students’ academic achievement within the context of family relationships from the perspectives of primary school teachers. Conducted using a qualitative case study design, the study involved 14 primary school teachers working in public primary schools in Istanbul, who were selected through purposive sampling using criterion sampling. As a criterion, teachers were required to have teaching experience across all grade levels of primary education. Data were collected using a six-item semi-structured interview form developed by the researchers, whose content validity was ensured through expert review. The collected data were analyzed using content analysis. The findings indicate that families’ socio-economic conditions and emotional–psychological climate significantly influence students’ academic achievement. Democratic parenting attitudes, strong family communication, and access to resources emerged as key factors enhancing academic success. Although opinions regarding the impact of family structure varied, process monitoring, balanced parental approaches, and realistic expectations were identified as critical components of achievement. Additionally, the quality of family–school communication was found to have a direct impact on academic success through factors such as understanding the student, providing psychological support, and monitoring the educational process. In conclusion, academic achievement is a natural outcome of a holistic family climate in which the opportunities and resources provided by the family are integrated with trust-based communication, democratic parenting, and process-oriented parental involvement. In this regard, it is recommended that families be actively involved in the educational process, that teacher–family collaboration be strengthened, and that awareness-raising initiatives for families be implemented to support students’ academic achievement.

Anahtar Kelimeler

Academic Achievement , Family , Family Relationships , Classroom Teaching , Primary School.

Kaynakça

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