Research Article
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Parents’ Perceptions of School Climate and Parent Involvement in terms of Education Levels of Parents and Grade of Their Children

Year 2020, Volume: 35 Issue: 1, 78 - 91, 31.01.2020

Hasan Yücel Ertem , Yrd.doç.dr.gökçe Gökalp

Abstract

School climate and parent involvement are important concepts for schools and positive educational outcomes and are closely related to each other. To illustrate, schools with open climate may increase parent involvement in the school. According to Bio-ecological Theory which is the theoretical framework of the current study, children are influenced by interaction among school, family and community. This interaction leads to both learning and psychological, social, and emotional development of children. The aim of this study is to explore effect of education level of parent and grade of student on perceptions of school climate and parent involvement. The design of the study is causal comparative research. The participants of the study were primary and middle school parents in Ankara. Data gathered from 1325 parents were analyzed in two-way Multivariate Analysis of Variance (MANOVA). The results of the analyses showed that parent perception of school climate and parent involvement differed by education level of the parents and grade level of their children. Parents who have elementary degree and have a child in primary school perceive that they are more involved in schooling than those who have high school degree and have a child in primary school.

Keywords

School climate healthy school parent involvement school-family partnership parent-teacher association

References

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Velilerin Okul İklimi ve Veli Katılımı Algılarının Velilerin Eğitim Durumu ve Çocuklarının Öğrenim Kademesine Göre İncelenmesi

Year 2020, Volume: 35 Issue: 1, 78 - 91, 31.01.2020

Hasan Yücel Ertem , Yrd.doç.dr.gökçe Gökalp

Abstract

Okul iklimi ve veli katılımı okullar ve olumlu eğitim çıktıları için önemli kavramlar olup birbirleriyle yakından ilişkilidir. Örneğin, açık iklimli bir okul veli katılımını artırabilir. Bu çalışmanın kuramsal çerçevesini oluşturan biyoekolojik teoriye göre çocuklar; okul, aile ve çevre arasındaki etkileşimden etkilenmektedir. Bu etkileşim, çocukların hem öğrenmelerine hem de psikolojik, sosyal ve duygusal gelişimlerine yön vermektedir. Çalışmanın amacı velilerin eğitim durumu ile çocuklarının öğrenim kademesinin velilerin okul iklimi ve veli katılımı algısına etkisini araştırmaktır. Araştırma deseni nedensel karşılaştırma olup çalışmanın katılımcıları Ankara’daki ilk ve ortaokul velileridir. 1325 veliden toplanan veriler iki yönlü çok değişkenli varyans analizine tabi tutulmuştur. Çalışma sonuçlarına göre velilerin eğitim düzeyi ve çocuklarının öğrenim kademesi; velilerin okul iklimi ve veli katılımı algısını etkilemektedir. Çocukları ilkokulda okuyan ilköğretim mezunu olan veliler, çocukları ilkokulda okuyan lise mezunu velilere göre okula daha fazla katılım sağladıklarını düşünmektedirler.

Keywords

okul iklimi sağlıklı okul veli katılımı okul-çevre işbirliği okul-aile birliği

References

  • Aksu, A. (1994). Okul müdürlerinin etkililiği ve okul iklimi. Yayımlanmamış doktora tezi, İnönü Üniversitesi, Malatya. tez.yok.gov.tr/UlusalTezMerkezi adresinden erişildi.
  • Adams, K. S., & Christenson, S. L. (1998) Differences in parent and teacher trust levels. Special Services in the Schools, 14(1-2), 1-22.
  • Albayrak, F. (2004). İlköğretim okullarının yönetiminde okul aile birliklerinin okul yönetimine katkısı. Yayımlanmamış yüksek lisans tezi, Gazi üniversitesi, Ankara. tez.yok.gov.tr/UlusalTezMerkezi adresinden erişildi.
  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research, 52(3), 368-420.
  • Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents’ decision making. The Journal of Educational Research, 311-323.
  • Bayar, Y. ve Uçanok, Z. (2012). School social climate and generalized peer perception in traditional and cyberbullying status. Educational Sciences: Theory and Practice, 12(4), 2352-2358.
  • Bektaş, F., ve Nalçacı, A. (2013). Okul iklimi ve öğrenci başarısı arasındaki ilişki. Uluslararası Avrasya Sosyal Bilimler Dergisi, 4(13), 1-13.
  • Bingöl, C. (2004). Okul-aile birliklerinin görevlerini gerçekleştirme derecesinin belirlenmesi.Yayımlanmamış yüksek lisans tezi, Yıldız Teknik Üniversitesi, İstanbul. Retrieved from tez.yok.gov.tr/UlusalTezMerkezi.
  • Bramesfeld, K. D., Carrick, A. C., Lessmeier, S. L., Nicoloff, A. L. Keiser, M., & Metter, S. A. (2013). Parental involvement in a childcare center: Assessing predictors of school-based involvement. Psi Chi Journal of Psychological Research, 18(3), 103-115.
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513 – 531.
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723 - 742.
  • Can, B. (2009). İlköğretim programının uygulanması sürecine velilerin katılımları ve okula ilişkin tutumları. Yayımlanmamış yüksek lisans tezi, Osmangazi üniversitesi, Eskişehir. tez.yok.gov.tr/UlusalTezMerkezi adresinden erişildi.
  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
  • Cochran, M., & Dean, C. (1991). Home-school relations and empowerment process. The Elementary School Journal, 91(3), 261-269.
  • Cohen, J., Mccabe, E. M., Michelli N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Cotton, K., & Wikelund, K. R. (1989). Parent involvement in education. School Improvement Research Series (SIRS).
  • Coutts, M. J., Sheridan, S. M., Kwon, K., & Semke, C. A. (2012). The Effect of Teacher's Invitations to Parental Involvement on Children's Externalizing Problem Behaviors: An Examination of a CBC Intervention. CYFS Working Paper No. 2012-3. Nebraska Center for Research on Children, Youth, Families and Schools.
  • Cömert, D. ve Güleç, H. (2004). Okulöncesi eğitim kurumlarında aile katılımının önemi: Öğretmen-aile-çocuk ve kurum. AKÜ Sosyal Bilimler Dergisi, 4(1), 131-145.
  • Çalık, C. (2007). Okul-çevre ilişkisinin okul geliştirmedeki rolü: Kavramsal bir çözümleme. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 3, 123-139.
  • Çelenk, S. (2003). Okul başarısının ön koşulu: Okul aile dayanışması. İlköğretim online e-dergi, 2(2), 28-34.
  • Çelik, V. (2012). Okul kültürü ve yönetimi. Ankara: Pegem Akademi.
  • Çelik, V. (2014). Okullarda moral sermayenin geliştirilmesi. Eğitim ve Bilim, 39(174), 67-74.
  • Dauber, S. L., & Epstein, J. L. (1989). Parent attitudes and practices of parent involvement in inner-city elementary and middle schools. Center for Research on Elementary and Middle Schools.
  • Demircan, A. (2012). Ortaöğretim okullarında aile katılımı: Ölçek uyarlaması. Yayımlanmamış yüksek lisans tezi, Kastamonu üniversitesi, Kastamonu. tez.yok.gov.tr/UlusalTezMerkezi adresinden erişildi.
  • Denison, D. R. (1996). What is the difference between organizational culture and organizational climate? A native's point of view on a decade of paradigm wars. Academy of management review, 21(3), 619-654.
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There are 95 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Hasan Yücel Ertem 0000-0001-9058-641X

Yrd.doç.dr.gökçe Gökalp 0000-0001-8403-5929

Publication Date January 31, 2020
Published in Issue Year 2020 Volume: 35 Issue: 1

Cite

APA Ertem, H. Y., & Gökalp, Y. (2020). Velilerin Okul İklimi ve Veli Katılımı Algılarının Velilerin Eğitim Durumu ve Çocuklarının Öğrenim Kademesine Göre İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 78-91.
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