Parents' Perceptions of School Climate and Parent Involvement in terms of Education Levels of Parents and Grade of Their Children


ERTEM H. Y. , GÖKALP G.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.35, ss.78-91, 2020 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 35 Konu: 1
  • Basım Tarihi: 2020
  • Doi Numarası: 10.16986/huje.2018040670
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.78-91

Özet

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.