Publication: Okul-aile ilişkilerinde yaşanan sorunlar
Abstract
Bu araştırmanın temel amacı; ilköğretim I. kademe yöneticilerinin, öğretmenlerinin ve ana babalarının okul aile ilişkilerinde yaşadıkları sorunlar hakkındaki görüşlerini alarak, okul ile aile arasındaki sorunları ve beklentileri belirlemektir. Bu genel amaç çerçevesinde aşağıdaki sorulara cevap aranmıştır: 1.Öğretmenlerin okul-aile ilişkilerinde yaşanan sorunlar hakkındaki görüşleri nedir? 2.Öğretmenlerin okul-aile ilişkilerinde yaşanan sorunlar hakkındaki görüşleri kişisel özelliklerine göre farklılaşmakta mıdır? 3.Ana babaların okul-aile ilişkilerinde yaşanan sorunlar hakkındaki görüşleri nedir? 4.Ana babaların okul-aile ilişkilerinde yaşanan sorunlar hakkındaki görüşleri kişisel özelliklerine göre farklılaşmakta mıdır? Bu araştırmanın örneklemini, Kadıköy, Ümraniye ve Maltepe ilçelerindeki Milli Eğitim Müdürlüğü'ne bağlı resmi ilköğretim kurumlarında görev yapan toplam 195 öğretmen, 25 yönetici ve yine bu kurumlarda çocukları okuyan 595 anne-babadan oluşmaktadır. Bu araştırmada veri toplamak amacıyla anket kullanılmıştır. İstatistiksel değerlendirmede öğretmen, yönetici ve anne-babaların okul-aile ilişkilerine yönelik görüşlerini belirlemek amacıyla aritmetik ortalama ve standart sapmalar; öğretmen, yönetici ve anne-babaların okul-aile ilişkilerine yönelik görüşlerinin kişisel özelliklerine göre farklılaşma durumunu belirlemek amacıyla t-testi ve varyans analizi kullanılmıştır. Araştırmada elde edilen bulgular şunlardır: 1.Bu araştırmada sorunlara katılım oranları oldukça yüksek düzeylerdedir. Öğretmenlerin okul-aile ilişkilerinde en çok sorun yaşadıkları konular; Velilerin çocuklarının sosyal ve duygusal davranışlarından çok ders başarıları ile ilgilenmeleri, velilerin çocuklarının olumsuz yönlerini kabullenmek istememeleri, velilerin okulla yalnızca çocukları ile ilgili bir sorun olduğunda görüşmek istemeleridir. En az sorun yaşadıkları konular ise; velilerin öğretmenlerle karşılıklı bilgi alışverişinde bulunmak istememeleri, velilerin öğretmenlerle olan ilişkilerinde saygılı davranmamaları ve velilerin işbirliğine açık olmamalarıdır. 2.Öğretmenlerden okul-aile ilişkilerinde cinsiyetlerine göre bayan öğretmenler; yaşlarına göre 20-30 yaş arasındaki öğretmenler; statülerine göre yönetici olanlar ve branşlarına göre de diğer branşlar daha çok sorun yaşamaktadır. 3.Ana babaların okul-aile ilişkilerinde en çok sorun yaşadıkları konular; öğretmenlerin aile ziyaretleri yapmaması, okulla ilgili kararların alınmasında velilerin fikrinin alınmaması, velilerin okula yalnızca çocukları ile ilgili bir sorun olduğunda çağrılmasıdır. Ana babaların okul-aile ilişkilerinde en az sorun yaşadıkları konular ise; öğretmenlerin ödevleri kontrol etmemesi, öğretmenlerin yalnızca para ile ilgili konular olduğunda görüşmek istemesi ve öğretmenlerin velilerle ilişkilerinde, velilere karşı aşırı derecede kuralcı ve katı davranmasıdır. 4.Ana babalardan okul-aile ilişkilerinde statülerine göre babalar; eğitim durumuna göre de okula gitmeyenler ve ilkokul mezunu olanlar daha çok sorun yaşamaktadır. Yaşlarına göre ise; velilerin okul hakkında yeterince bilgilendirilmemesi ve sınıf etkinliklerinde daima belirli kişilere görev verilmesi konusuna 20-30 yaş grubundaki veliler 41-50 yaş grubundaki velilerden daha çok katılmaktadır. Öğretmenlerin öğrenci ve velilerle ilgili ön yargılara ve olumsuz tutumlara sahip olması konusuna ise 51-60 yaş grubundaki veliler 31-40 yaş grubundaki ve 41-50 yaş grubundaki velilerden daha çok katılmaktadır.
The main goal of this research is to designate the problems and expectations between the parents and school by asking the opinions of the major administors and teachers of primary schools and parents about the problems that they have experinced in school-family relations. With the borders of that general purpose; the following questions are tried to be answered: 1.What are the opinons of teachers about the problems experinced in relations between school and family? 2.Do the opinions of teachers about the problems experienced in school-family relations differ according to their personal peculiarities? 3.What are the opinions of parents about the problems experienced in relations between school and family? 4.Do the opinions of parents about the problems experienced in relations between school and family differ according to their personal peculiarities? The examplification of this research includes 195 teachers, who are working for official primary school institutions in Kadıköy, Umraniye and Maltepe districts which are tied to National Education Directorship, 25 administor and 595 parents whose children are attending schools in these institutions. Questionnaire technique was used to obtain data.In statistical evaluation; arithmetic average and standard deviation are applied to determine the teachers', administors' and parents' opinions about school-family ralations; t-test and variance analyze are applied to evaluate the changing tendency of the opinions of teachers, administors and parents according to their personal peculiarities. The findings of the research are as the followings: 1.The attendance level is very high in this research. The most common problems that the teachers face in school-family relations are that parents are interested in their children's course achievements rather than social and and emotional attitudes; they do not want to accept the nagative sides of their children; they want to negotiate with the school only when there is a problem about their children. On the other hand the rarest problem issues are that parents do not want to negotiate with teachers; they do not act in a respectful manner in their relations with teachers and parents are not open for a co-operation. 2.According to their sexes'female techers', according to their ages the teachers between the ages of 20 and 30, according to their statues 'administors' and according to their branches 'other branches' experince these problems more often. 3.The most common problem issues that families experienced are that teachers do not visit families, families are not asked for their opinions about the schools decisions, they are called by the school only when there is a problem with their children. The rarest problem issues are that teachers do not check the homeworks, they want to see the parents only when there is a financial issue, and in their relations with parents; teachers treat insensitively and in a ruling manner. 4.According to their statues 'fathers', according to their education level 'uneducated and primary school graduates' face these problems more often. Acording to their age; the parents who are at the ages of 20 and 30 are more agree with the issues that, parents are not informed well enough about school and in class facilities the same people are chosen all the time, than the parents who are at the ages of 41-50 are agreed. The parents of the ages of 51-60 are agreed to the situation of teachers' having some prejudices about parents and students and negative attitudes towards them more than the parents who are over 50 are.
The main goal of this research is to designate the problems and expectations between the parents and school by asking the opinions of the major administors and teachers of primary schools and parents about the problems that they have experinced in school-family relations. With the borders of that general purpose; the following questions are tried to be answered: 1.What are the opinons of teachers about the problems experinced in relations between school and family? 2.Do the opinions of teachers about the problems experienced in school-family relations differ according to their personal peculiarities? 3.What are the opinions of parents about the problems experienced in relations between school and family? 4.Do the opinions of parents about the problems experienced in relations between school and family differ according to their personal peculiarities? The examplification of this research includes 195 teachers, who are working for official primary school institutions in Kadıköy, Umraniye and Maltepe districts which are tied to National Education Directorship, 25 administor and 595 parents whose children are attending schools in these institutions. Questionnaire technique was used to obtain data.In statistical evaluation; arithmetic average and standard deviation are applied to determine the teachers', administors' and parents' opinions about school-family ralations; t-test and variance analyze are applied to evaluate the changing tendency of the opinions of teachers, administors and parents according to their personal peculiarities. The findings of the research are as the followings: 1.The attendance level is very high in this research. The most common problems that the teachers face in school-family relations are that parents are interested in their children's course achievements rather than social and and emotional attitudes; they do not want to accept the nagative sides of their children; they want to negotiate with the school only when there is a problem about their children. On the other hand the rarest problem issues are that parents do not want to negotiate with teachers; they do not act in a respectful manner in their relations with teachers and parents are not open for a co-operation. 2.According to their sexes'female techers', according to their ages the teachers between the ages of 20 and 30, according to their statues 'administors' and according to their branches 'other branches' experince these problems more often. 3.The most common problem issues that families experienced are that teachers do not visit families, families are not asked for their opinions about the schools decisions, they are called by the school only when there is a problem with their children. The rarest problem issues are that teachers do not check the homeworks, they want to see the parents only when there is a financial issue, and in their relations with parents; teachers treat insensitively and in a ruling manner. 4.According to their statues 'fathers', according to their education level 'uneducated and primary school graduates' face these problems more often. Acording to their age; the parents who are at the ages of 20 and 30 are more agree with the issues that, parents are not informed well enough about school and in class facilities the same people are chosen all the time, than the parents who are at the ages of 41-50 are agreed. The parents of the ages of 51-60 are agreed to the situation of teachers' having some prejudices about parents and students and negative attitudes towards them more than the parents who are over 50 are.