Araştırma Makalesi
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Parent Attitudes and Behaviors Affecting Teacher Motivation

Yıl 2023, Cilt: 7 Sayı: 3, 408 - 429, 30.12.2023

Yasin Nuri Gölezlioğlu Ali Ünal

https://doi.org/10.54535/rep.1326432

Öz

The aim of the study was to determine the attitudes and behaviors of parents that positively or negatively affect teachers' motivation based on their perceptions. The research was conducted using a case study methodology on 19 teachers working in public secondary schools in Karatay district of Konya, Turkey. The data were collected through semi-structured interviews and analyzed using content analysis. The study group was determined according to the maximum diversity sampling method. As a result of analysis, six parental behaviors that increase or decrease teachers' motivation were identified: recognition and appreciation, involvement and support, communication, trust in teacher expertize valuing holistic development, and support in terms of resources and materials. Teachers observed that their motivation increased when parental attitudes and behaviors aligned with their expectations and decreased when they did not. Based on the results, two recommendations were made: (1) schools should see parents as equal partners, and (2) schools should initiate parent involvement practices that will ensure appropriate behaviour without waiting for parents' appropriate behaviour.

Anahtar Kelimeler

Parent behavior Parent involvement Teacher motivation

Kaynakça

  • Abazaoğlu, İ., & Aztekin, S. (2016). The role of teacher morale and motivation on students' science and math achievement: Findings from Singapore, Japan, Finland and Turkey. Universal Journal of Educational Research, 4(11), 2606-2617. https://doi.org/10.13189/ujer.2016.041114
  • Ada, Ş. , Akan, D. , Ayık, A. , Yıldırım, İ. & Yalçın, S. (2013). Motivation factors of teachers. Atatürk University Journal of Social Sciences, 17 (3), 151-166. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/2834/38590
  • Anastasiou, S., & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(3), 69. https://doi.org/10.3390/educsci10030069
  • Ateş, A. (2021). The relationship between parental involvement in education and academic achievement: A meta-analysis Study. Pegem Journal of Education and Instruction, 11(3), 50-66. https://orcid.org/orcid.org/0000-0001-7582-6243
  • Aydemir, İ. (2008). İlköğretimde öğrenci ve öğretmen performansını etkileyen veli etkinlikleri (Tuzla örneği) [Parental activities influencing student and teacher performance in primary education (the case of Tuzla)] (Master’s thesis, Yeditepe University, Istanbul, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bellibas, M. S. & Gumus, S. (2013). The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools: Perspective of Teachers. International Journal Of Progressive Education, 9(3), 178-193.
  • Cabus, S. J., & Ariës, R. J. (2016). What do parents teach their children? The effects of parental involvement on student performance in Dutch compulsory education. Educational Review, 69(3), 285–302.
  • Can, B. (2009). İlköğretim programının uygulanması sürecine velilerin katılımları ve okula ilişkin tutumlar [Parental involvement and attitudes towards school in the ımplementation process of primary education program] (Master’s thesis, Osmangazi University, Eskisehir, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Carneiro, P. (2008). Equality of opportunity and educational achievement in Portugal . Portuguese Economic Journal , 7(1), 17-41.
  • Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83–104.
  • Christenson, S.L. (1995). Families and schools: What is the role o f the school psychologist? School Psychology Quarterly, 10(2), 118-132.
  • Coleman, J. S.,Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., & Weinfeld, F. D. (1966). Equality of educational opportunity. Washington, DC: US Department of Health, Education & Welfare. Office of Education.
  • Dörnyei, Z., & Ushioda, E. (2001). Teaching and researching motivation. New York, NY: Longman.
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. PhiDelta Kappan , 76, 701-712.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. https://doi.org/10.1023/A:1009048817385
  • Gokturk, S., & Dinckal, S. (2018). Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools. Teachers and Teaching, 24(2), 183-201. https://doi.org/10.1080/13540602.2017.1388777
  • Grolnick, W. S., ve Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.
  • Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and Instruction, 18,494-498. https://doi.org/10.1016/j.learninstruc.2008.06.007
  • Karabağ-Köse, E., Taş, A., Küçükçene, M., & Karataş, E. (2018). A comparative study on the views of school administrators and teachers regarding factors affecting teacher motivatıon. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 255-277. https://doi.org/10.21764/maeuefd.424729
  • Kim, E. M., Sheridan, S., Kwon, K., & Koziol, N. (2013). Parent beliefs and children’s social-behavioral functioning: The mediating role of parent–Teacher relationships. Journal of School Psychology, 51, 175–185.
  • Kıral, B. (2019). The rights and responsibilities of parents according to the views of teachers. Asian Journal of Education and Training. 5(1), 121–133. https://doi.org/10.20448/journal.522.2019.51.121.133
  • Kızıltepe, Z. (2011). Factors that increase, decrease or have no effect on the motivations of elementary school teachers. Bogazici University Journal of Education, 28(2), 47-60.
  • Mann, G., & Gilmore, L. (2021). Barriers to positive parent-teacher partnerships: the views of parents and teachers in an inclusive education context. International Journal of Inclusive Education, 1–13. https://doi.org/10.1080/13603116.2021.1900426
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation]. Selahattin Turan (Çeviri Editörü). Ankara: Nobel Akademik Yayıncılık.
  • Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers. Educational Management Administration & Leadership, 37, 574-599.
  • Özge-Sağbaş, N., ve Özkan, C. (2022). Teachers' views on the effect of the conflict on the teaching performance. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 414-433.
  • Pushor, D., & Amendt, T. (2018). Leading an examination of beliefs and assumptions about parents. School Leadership & Management, 38(2), 202-221.
  • Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher motivation research. In T. C. Urdan & S. A. Karabenick (Eds.), The Decade Ahead: Applications and Contexts of Motivation and Achievement (Advances in Motivation and Achievement, Vol. 16 Part B, pp. 139-173). Bingley: Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-7423(2010)000016B008
  • Schlechty, P. C. (2009). Leading for learning: How to transform schools into learning organizations. San Francisco, CA: Jossey-Bass.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36, 79–104. https://doi.org/10.1080/13598660801971658
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
  • Smith, T. E., Holmes, S. R., Romero, M. E., & Sheridan, S. M. (2022). Evaluating the effects of family–school engagement interventions on parent–teacher relationships: A meta-analysis. School Mental Health: A Multidisciplinary Research and Practice Journal. Advance online publication. https://doi.org/10.1007/s12310-022-09510-9
  • Swap, S. M. (1990). Comparing three models of home-school collaboration. Equity and Choice , 6 (3), 9-19.
  • Ünal, A. (2012a). Perception of principals and education supervisors regarding parental involvement. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1455–1464.
  • Ünal, A. (2012b). Deviant teacher behaviors and their influence on school rules and interpersonal relationships at school. Eurasian Journal of Educational Research, 49, 1-20.
  • Ünal, A., Yildirim, A., & Çelik, M. (2010). Analysis of perceptions of primary school principals and teachers about parents. Selçuk University Journal of Social Sciences, 23, 261-272.
  • Üzüm, S. & Ünal, A. (2023). Factors affecting teachers’ academic optimism in secondary schools . Research on Education and Psychology, 7 (1) , 15-38 . https://doi.org/10.54535/rep.1257091
  • Woolfolk Hoy, A., Hoy, W K., & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching And Teacher Education, 24(4), 821-835. https://doi.org/10.1016/j.tate.2007.08.004

Yıl 2023, Cilt: 7 Sayı: 3, 408 - 429, 30.12.2023

Yasin Nuri Gölezlioğlu Ali Ünal

https://doi.org/10.54535/rep.1326432

Öz

Kaynakça

  • Abazaoğlu, İ., & Aztekin, S. (2016). The role of teacher morale and motivation on students' science and math achievement: Findings from Singapore, Japan, Finland and Turkey. Universal Journal of Educational Research, 4(11), 2606-2617. https://doi.org/10.13189/ujer.2016.041114
  • Ada, Ş. , Akan, D. , Ayık, A. , Yıldırım, İ. & Yalçın, S. (2013). Motivation factors of teachers. Atatürk University Journal of Social Sciences, 17 (3), 151-166. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/2834/38590
  • Anastasiou, S., & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(3), 69. https://doi.org/10.3390/educsci10030069
  • Ateş, A. (2021). The relationship between parental involvement in education and academic achievement: A meta-analysis Study. Pegem Journal of Education and Instruction, 11(3), 50-66. https://orcid.org/orcid.org/0000-0001-7582-6243
  • Aydemir, İ. (2008). İlköğretimde öğrenci ve öğretmen performansını etkileyen veli etkinlikleri (Tuzla örneği) [Parental activities influencing student and teacher performance in primary education (the case of Tuzla)] (Master’s thesis, Yeditepe University, Istanbul, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bellibas, M. S. & Gumus, S. (2013). The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools: Perspective of Teachers. International Journal Of Progressive Education, 9(3), 178-193.
  • Cabus, S. J., & Ariës, R. J. (2016). What do parents teach their children? The effects of parental involvement on student performance in Dutch compulsory education. Educational Review, 69(3), 285–302.
  • Can, B. (2009). İlköğretim programının uygulanması sürecine velilerin katılımları ve okula ilişkin tutumlar [Parental involvement and attitudes towards school in the ımplementation process of primary education program] (Master’s thesis, Osmangazi University, Eskisehir, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Carneiro, P. (2008). Equality of opportunity and educational achievement in Portugal . Portuguese Economic Journal , 7(1), 17-41.
  • Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83–104.
  • Christenson, S.L. (1995). Families and schools: What is the role o f the school psychologist? School Psychology Quarterly, 10(2), 118-132.
  • Coleman, J. S.,Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., & Weinfeld, F. D. (1966). Equality of educational opportunity. Washington, DC: US Department of Health, Education & Welfare. Office of Education.
  • Dörnyei, Z., & Ushioda, E. (2001). Teaching and researching motivation. New York, NY: Longman.
  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. PhiDelta Kappan , 76, 701-712.
  • Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. https://doi.org/10.1023/A:1009048817385
  • Gokturk, S., & Dinckal, S. (2018). Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools. Teachers and Teaching, 24(2), 183-201. https://doi.org/10.1080/13540602.2017.1388777
  • Grolnick, W. S., ve Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.
  • Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and Instruction, 18,494-498. https://doi.org/10.1016/j.learninstruc.2008.06.007
  • Karabağ-Köse, E., Taş, A., Küçükçene, M., & Karataş, E. (2018). A comparative study on the views of school administrators and teachers regarding factors affecting teacher motivatıon. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 255-277. https://doi.org/10.21764/maeuefd.424729
  • Kim, E. M., Sheridan, S., Kwon, K., & Koziol, N. (2013). Parent beliefs and children’s social-behavioral functioning: The mediating role of parent–Teacher relationships. Journal of School Psychology, 51, 175–185.
  • Kıral, B. (2019). The rights and responsibilities of parents according to the views of teachers. Asian Journal of Education and Training. 5(1), 121–133. https://doi.org/10.20448/journal.522.2019.51.121.133
  • Kızıltepe, Z. (2011). Factors that increase, decrease or have no effect on the motivations of elementary school teachers. Bogazici University Journal of Education, 28(2), 47-60.
  • Mann, G., & Gilmore, L. (2021). Barriers to positive parent-teacher partnerships: the views of parents and teachers in an inclusive education context. International Journal of Inclusive Education, 1–13. https://doi.org/10.1080/13603116.2021.1900426
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation]. Selahattin Turan (Çeviri Editörü). Ankara: Nobel Akademik Yayıncılık.
  • Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers. Educational Management Administration & Leadership, 37, 574-599.
  • Özge-Sağbaş, N., ve Özkan, C. (2022). Teachers' views on the effect of the conflict on the teaching performance. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 414-433.
  • Pushor, D., & Amendt, T. (2018). Leading an examination of beliefs and assumptions about parents. School Leadership & Management, 38(2), 202-221.
  • Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher motivation research. In T. C. Urdan & S. A. Karabenick (Eds.), The Decade Ahead: Applications and Contexts of Motivation and Achievement (Advances in Motivation and Achievement, Vol. 16 Part B, pp. 139-173). Bingley: Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-7423(2010)000016B008
  • Schlechty, P. C. (2009). Leading for learning: How to transform schools into learning organizations. San Francisco, CA: Jossey-Bass.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36, 79–104. https://doi.org/10.1080/13598660801971658
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
  • Smith, T. E., Holmes, S. R., Romero, M. E., & Sheridan, S. M. (2022). Evaluating the effects of family–school engagement interventions on parent–teacher relationships: A meta-analysis. School Mental Health: A Multidisciplinary Research and Practice Journal. Advance online publication. https://doi.org/10.1007/s12310-022-09510-9
  • Swap, S. M. (1990). Comparing three models of home-school collaboration. Equity and Choice , 6 (3), 9-19.
  • Ünal, A. (2012a). Perception of principals and education supervisors regarding parental involvement. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1455–1464.
  • Ünal, A. (2012b). Deviant teacher behaviors and their influence on school rules and interpersonal relationships at school. Eurasian Journal of Educational Research, 49, 1-20.
  • Ünal, A., Yildirim, A., & Çelik, M. (2010). Analysis of perceptions of primary school principals and teachers about parents. Selçuk University Journal of Social Sciences, 23, 261-272.
  • Üzüm, S. & Ünal, A. (2023). Factors affecting teachers’ academic optimism in secondary schools . Research on Education and Psychology, 7 (1) , 15-38 . https://doi.org/10.54535/rep.1257091
  • Woolfolk Hoy, A., Hoy, W K., & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching And Teacher Education, 24(4), 821-835. https://doi.org/10.1016/j.tate.2007.08.004
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen ve Öğrenci Refahı
Bölüm Articles
Yazarlar

Yasin Nuri Gölezlioğlu 0000-0002-1012-2146

Ali Ünal 0000-0003-2967-2444

Erken Görünüm Tarihi 29 Aralık 2023
Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 3

Kaynak Göster

APA Gölezlioğlu, Y. N., & Ünal, A. (2023). Parent Attitudes and Behaviors Affecting Teacher Motivation. Research on Education and Psychology, 7(3), 408-429. https://doi.org/10.54535/rep.1326432
 Kapak Resmi İndir

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