Okul öncesi eğitimde okul-aile işbirliği engeleri ve çözüm önerileri
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, okul öncesi eğitimde okul-aile işbirliğiyle ilgili engelleri okul yöneticisi, öğretmen ve aile görüşlerine göre değerlendirmek ve çözüm önerilerini inceleyerek uygulamaya ve alan yazına katkı sağlamaktır. Çalışma, 2024-2025 bahar döneminde Düzce ili merkez ilçesinde, bünyesinde anasınıfı bulunan ilkokullarda ve bağımsız anaokullarında gerçekleştirilmiştir. Araştırmada nitel desenlerden biri olan durum çalışması deseni tercih edilmiştir. Çalışma kapsamında 9 okul yöneticisi, 10 öğretmen ve 9 aile, toplam 28 katılımcıyla görüşme sağlanmıştır. Araştırmada yarı yapılandırılmış 5 görüşme sorusu kullanılmıştır. Ulaşılan veriler içerik analiziyle çözümlenmiştir, kodlamalar yapılarak alt temalar oluşturulmuştur. Okul öncesi eğitimde okul-aile işbirliğinin nedenlerine ilişkin yönetici ile ilgili, öğretmen ile ilgili ve aile ile ilgili nedenler olmak üzere üç alt tema ortaya çıkmıştır. Okul öncesi eğitimde okul-aile işbirliğiyle ilgili beklentilere ilişkin yöneticiden, öğretmenden ve aileden beklentiler olmak üzere üç alt tema ortaya çıkmıştır. Okul öncesi eğitimde okul-aile işbirliğinin önündeki engellere ilişkin bürokratik ve politik, yöneticiden kaynaklı, öğretmenden kaynaklı ve aileden kaynaklı engeller olmak üzere dört alt tema ortaya çıkmıştır. Okul öncesi eğitimde okul-aile işbirliği engellerinin etkilerine ilişkin öğretmen üzerindeki, aile üzerindeki ve çocuk üzerindeki etkileri olmak üzere üç alt tema ortaya çıkmıştır. Okul öncesi eğitimde okul-aile işbirliği engellerinin çözüm önerilerine ilişkin bürokratik ve politik işbirliği engellerine, yöneticiden kaynaklı işbirliği engellerine, öğretmenden kaynaklı işbirliği engellerine ve aileden kaynaklı işbirliği engellerine yönelik çözüm önerileri olmak üzere dört alt tema ortaya çıkmıştır. Araştırma sonuçları kapsamında yöneticilerin öğretmeni destekleyici bir tutum sergilemesi ve ailelerle iletişim ve işbirliğine açık olması; öğretmenlerin ailelerle açık ve empatik bir iletişim kurması; ailelerin işbirliğine katılımını teşvik etmek için bilgilendirici ve farkındalıklarını artırıcı etkinlikler düzenlenmesi ve özellikle çalışan aileler için esnek işbirliği planlamaları yapılması geliştirilen önerilerden bazılarıdır.
The aim of this study is to evaluate the obstacles related to school-family cooperation in preschool education according to the views of school administrators, teachers and parents and to contribute to the practice and literature by examining the solution suggestions. The study was conducted in the spring semester of 2024-2025 in primary schools and independent kindergartens with preschools in the central district of Düzce province. Case study design, one of the qualitative designs, was preferred in the study. Within the scope of the study, 9 school administrators, 10 teachers and 9 parents, a total of 28 participants were interviewed. Five semi-structured interview questions were used in the study. The data obtained were analyzed by content analysis and sub-themes were formed by coding. Three sub-themes emerged regarding the reasons for school-family cooperation in preschool education: administrator-related, teacher-related and family-related reasons. Three sub-themes emerged regarding the expectations of school-family cooperation in preschool education: expectations from the administrator, expectations from the teacher and expectations from the family. Four sub-themes emerged as bureaucratic and political, administrator-induced, teacher-induced and family-induced barriers to school-family cooperation in preschool education. Regarding the effects of barriers to school-family cooperation in preschool education, three sub-themes emerged: effects on teachers, effects on families and effects on children. Four sub-themes emerged as bureaucratic and political cooperation barriers, cooperation barriers caused by the administrator, cooperation barriers caused by the teacher and cooperation barriers caused by the family. Within the scope of the research results, some of the suggestions developed are that administrators should have a supportive attitude towards teachers and be open to communication and cooperation with families; teachers should establish open and empathetic communication with families; informative and awareness-raising activities should be organized to encourage families to participate in cooperation; and flexible cooperation plans should be made especially for working families.
The aim of this study is to evaluate the obstacles related to school-family cooperation in preschool education according to the views of school administrators, teachers and parents and to contribute to the practice and literature by examining the solution suggestions. The study was conducted in the spring semester of 2024-2025 in primary schools and independent kindergartens with preschools in the central district of Düzce province. Case study design, one of the qualitative designs, was preferred in the study. Within the scope of the study, 9 school administrators, 10 teachers and 9 parents, a total of 28 participants were interviewed. Five semi-structured interview questions were used in the study. The data obtained were analyzed by content analysis and sub-themes were formed by coding. Three sub-themes emerged regarding the reasons for school-family cooperation in preschool education: administrator-related, teacher-related and family-related reasons. Three sub-themes emerged regarding the expectations of school-family cooperation in preschool education: expectations from the administrator, expectations from the teacher and expectations from the family. Four sub-themes emerged as bureaucratic and political, administrator-induced, teacher-induced and family-induced barriers to school-family cooperation in preschool education. Regarding the effects of barriers to school-family cooperation in preschool education, three sub-themes emerged: effects on teachers, effects on families and effects on children. Four sub-themes emerged as bureaucratic and political cooperation barriers, cooperation barriers caused by the administrator, cooperation barriers caused by the teacher and cooperation barriers caused by the family. Within the scope of the research results, some of the suggestions developed are that administrators should have a supportive attitude towards teachers and be open to communication and cooperation with families; teachers should establish open and empathetic communication with families; informative and awareness-raising activities should be organized to encourage families to participate in cooperation; and flexible cooperation plans should be made especially for working families.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
