The relationship between parents' perceptions of school climate and their involvement in early childhood education.

Download
2020
Taştepe, Neş
Parent involvement in education has positive effects on the school outcomes. There are various factors having impact on the levels of parent participation. Parents’ perceptions of positive school climate are one of these factors. The purpose of this study is to examine the relationship between parents’ perceptions of school climate and their involvement in early childhood education. Correlational research design as a quantitative research model was used to examine this relationship. The study was conducted in the six central districts in Ankara with the participation of parents whose children go to public and private early childhood education institutions. The sample was selected randomly from Altındağ, Çankaya, Etimesgut, Keçiören, Mamak and Yenimahalle based on economic, education and social life indexes. Parents’ Perceptions of School Climate Scale and Family Involvement Questionnaire were administered to parents. Descriptive statistics, Pearson correlation and Hierarchical Multiple Regression analysis were performed. The results of the study showed that there was a positive relationship between parents’ perceptions of school climate and their involvement in education. Also, parents’ perceptions of academic climate, safety climate and social climate which were sub-dimensions of school climate predicted parent involvement and its sub-dimensions which were home-based involvement, school-based involvement, and home-school conferencing. In order to improve school-family partnership, all the stakeholders should work in collaboration.
Citation Formats
N. Taştepe, “The relationship between parents’ perceptions of school climate and their involvement in early childhood education.,” Thesis (M.S.) -- Graduate School of Social Sciences. Educational Sciences., Middle East Technical University, 2020.