Preschool administrators’ perception about parent involvement

Karaduman, Tuğçe
The aim of this study was to identify the perception of administrators regarding parent involvement activities; to define home-based, school-based and home-school conferencing activities of parent involvement that are practiced by private preschools; and to show how administrators define their own leadership in the parent involvement process. The study was conducted during the 2015-2016 academic year in Ankara with 16 preschool administrators working at the private preschools that are regulated by the Ministry of Education. The data of the study was collected by using semi-structured interviews that were developed and analyzed using the thematic analysis method by the researcher. The results showed that participating administrators have positive perceptions about parent involvement. In spite of schools practicing parent involvement by using most of the home-based, schoolbased and home-school conferencing activities, the administrators do not use certain types of activities like home visits, parent volunteered school trips and decision-making with parents. Thus, the activities are restricted in terms of variety. Also, the practice of leadership differs regarding the participants’ understanding of their roles. They take either active or passive leadership roles in the process of involving parents in education.