Investigation of Teacher-Family Communication and Cooperation in Pre-school Education

Derya Sarı

Makale detayları

Investigation of Teacher-Family Communication and Cooperation in Pre-school Education

Yazarlar:

Derya Sarı

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Issue 22, pp.49-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001296265

pISSN:

2528-892X

Anahtar kelimeler:

Özet:

 The aim of this research is to describe and compare the current situation about teacher-family communication and cooperation and to develop solutions for providing teacher-family communication and cooperation. The research sample consists of a teacher n210 working in Çiğli district of İzmir province in 2021-2022 and parents n252 whose children went to pre-school. Data were collected with the Family Teacher Communication and Cooperation Scale family and teacher forms. Data analysis was performed with one-way ANOVA, independent samples T-test and Post Hoc analysis. According to the results of the research, a significant difference emerged in favor of younger families in the cooperation and family participation sub-dimensions of the family form. It has been determined that there is a significant difference in the communication, expectation, cooperation and family involvement sub-dimensions of the teacher form in favor of teachers who are in the oldest age group, have a service period of 26 and over, have two or more children, and have a mastersdoctoral degree and other fields. Finally, except for the communication sub-dimension, the average scores of teachers in other sub-dimensions were found to be higher than the average scores of families. The findings were discussed in the light of the literature.

 The aim of this research is to describe and compare the current situation about teacher-family communication and cooperation and to develop solutions for providing teacher-family communication and cooperation. The research sample consists of a teacher n210 working in Çiğli district of İzmir province in 2021-2022 and parents n252 whose children went to pre-school. Data were collected with the Family Teacher Communication and Cooperation Scale family and teacher forms. Data analysis was performed with one-way ANOVA, independent samples T-test and Post Hoc analysis. According to the results of the research, a significant difference emerged in favor of younger families in the cooperation and family participation sub-dimensions of the family form. It has been determined that there is a significant difference in the communication, expectation, cooperation and family involvement sub-dimensions of the teacher form in favor of teachers who are in the oldest age group, have a service period of 26 and over, have two or more children, and have a mastersdoctoral degree and other fields. Finally, except for the communication sub-dimension, the average scores of teachers in other sub-dimensions were found to be higher than the average scores of families. The findings were discussed in the light of the literature.

 The aim of this research is to describe and compare the current situation about teacher-family communication and cooperation and to develop solutions for providing teacher-family communication and cooperation. The research sample consists of a teacher n210 working in Çiğli district of İzmir province in 2021-2022 and parents n252 whose children went to pre-school. Data were collected with the Family Teacher Communication and Cooperation Scale family and teacher forms. Data analysis was performed with one-way ANOVA, independent samples T-test and Post Hoc analysis. According to the results of the research, a significant difference emerged in favor of younger families in the cooperation and family participation sub-dimensions of the family form. It has been determined that there is a significant difference in the communication, expectation, cooperation and family involvement sub-dimensions of the teacher form in favor of teachers who are in the oldest age group, have a service period of 26 and over, have two or more children, and have a mastersdoctoral degree and other fields. Finally, except for the communication sub-dimension, the average scores of teachers in other sub-dimensions were found to be higher than the average scores of families. The findings were discussed in the light of the literature.

 Bu araştırmanın amacı öğretmen-aile iletişim ve işbirliği hakkında mevcut durumu betimlemek, karşılaştırmak ve öğretmen-aile iletişim ve işbirliğinin sağlanmasına yönelik çözüm önerileri geliştirmektir. Araştırmanın örneklemi 2021-2022 yılında İzmir ili Çiğli ilçesinde görev yapan öğretmen n210 ve çocukları okul öncesine giden ebeveynlerden n252 oluşmaktadır. Aile Öğretmen İletişim ve İşbirliği Ölçeği aile ve öğretmen formları ile veriler toplanmıştır. Verilerin analizi tek yönlü ANOVA, bağımsız örneklemler T testi ve Post Hoc analizleri ile gerçekleştirilmiştir. Araştırmanın sonucuna göre aile formuna ait işbirliği ve aile katılımı alt boyutunda yaşça genç ailelerin lehine anlamlı bir farklılık ortaya çıkmıştır. Öğretmen formuna ait iletişim, beklenti, işbirliği ve aile katılımı alt boyutlarında en büyük yaş aralığında bulunan, 26 ve üstü hizmet süresine sahip, iki veya üstü çocuğu olan ve mezuniyeti yüksek lisansdoktora ile diğer alan olan öğretmenlerin lehine anlamlı bir farklılık olduğu tespit edilmiştir. Son olarak öğretmenlerin iletişim alt boyutu hariç diğer alt boyut ortalama puanları ailelerin ortalama puanlarından yüksek bulunmuştur. Bulgular alan yazın ışığında tartışılmıştır.

Makale detayları

Investigation of Teacher-Family Communication and Cooperation in Pre-school Education

Yazarlar:

Derya Sarı

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Issue 22, pp.49-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001296265

pISSN:

2528-892X

Pre-school

Teacher

Family

Communication

CooperationOkul Öncesi

Öğretmen

Aile

İletişim

İşbirliği

Sayı

Makale detayları

Yazarlar: Derya Sarı

Yayıncı: Yildiz Technical University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Temel Eğitim Issue 22, pp.49-70

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001296265

pISSN: 2528-892X

Sayı

Yazarlar:

Derya Sarı

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Temel Eğitim Issue 22, pp.49-70

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001296265

pISSN:

2528-892X