OKUL YÖNETİCİLERİNİN GÖRÜŞLERİNE GÖRE DEZAVANTAJLI BÖLGELERDEKİ OKUL-AİLE BİRLİKLERİNİN İŞLEVSELLİĞİNİ ETKİLEYEN FAKTÖRLER
Makaleler > Tam Makale · 2022
Yazarlar: Erdal TOPRAKCI, Arslan, Fatih
International Journal of Leadership Training, Uluslararası, 2022
Özet
The aim of this research is to contribute to revealing the factors affecting the functionality of the School-Parent Associations of schools located in disadvantaged regions, minimizing the problems in functionality, making improvements and presenting various problematics on this subject to researchers. The research was designed in a qualitative research type, in a case pattern, and the data were collected through a semi-structured interview developed by the researchers in the light of expert opinion. The study group of the research consisted of 15 school administrators affiliated to the Ministry of National Education in Konak district of İzmir province in the fall semester of the 2021-2022 academic year. The interviews were conducted face to face and the data obtained were subjected to content analysis. According to the results of the research, it was determined that the school administrators did not sufficiently include the members of the Parent-Teacher Association in the decisions taken, the teachers had negative behaviors and problematic communication towards the parents. On the other hand, parents’ lack of cooperation with the school, their ignorance of the School-Parent Association regulations, their low educational and socio-economic levels were other factors that rendered the School-Parent Association dysfunctional. In addition, it has been understood that the school-Parent Association regulation is complex and not suitable for today's conditions, negatively affecting the functions of the School-Parent Associations. Based on these results, trainings, seminars and conferences can be organized for administrators, teachers and families in order to ensure the structure and functioning of the School-Parent Association and its effectiveness. Parent-Teacher Association activities can be funded by the state. The relevant legislation can be prepared in a clearer and more applicable manner. On the other hand, researchers can conduct action researches that will make dysfunctional parent-teacher associations functional for each school.