Universal Journal of Educational Research 4(5): 1043-1049, 2016 http://www.hrpub.org DOI: 10.13189/ujer.2016.040514 Competencies of Teachers Regarding School–Parent Relations: A Case of Antalya Figen Ereş Faculty of Education, Gazi University, Turkey Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Aim of the study is to determine competence of individuals; hence, the main function of school is the classroom teachers and branch teachers regarding school– socialisation and acculturation of the individuals. parent relations according to the opinions of school The related literature also emphasises the requirement principals and supervisors. This study is based on a survey that schools should start its relationship with the social model. The population of this study consists of school environment through the family [1]. The fundamental principals who work in public primary and middle schools in purposes of school-family relations may be stated as the the central districts of Antalya province, Turkey, together establishment of meaningful cooperation with the family in with education supervisors working in Antalya province. achieving effective and efficient learning process, positively The school principals were chosen by cluster sampling changing the viewpoint of the family concerning education, method and supervisors were chosen by random method. In motivation of the student for learning activities, order to solve the sub-problems of the study; arithmetic development of self-esteem of the student, acquainting mean and standard deviation were calculated and Mann students with the environment, directing student’ attention Whitney U and Kruskall Walls tests were applied. In to the environment, ensuring that students achieve effective accordance with the findings of the study; the participants integration with the environment, and protecting students think that classroom teachers are more qualified and capable from the negative effects of the environment [2]. Studies on than branch teachers. It is recommended that in-service the factors that increase success in school in the training programmes be organized in order to improve learning-teaching process demonstrate that school-family teachers’ qualifications in school-family communication and collaboration has an important effect on success in school cooperation, and that common public education programmes [3]. The studies also report that participation of the families be organized in relation to the effects of family and society in activities such as decisions concerning the school and the on education as a means to provide awareness for the target planning of courses affects the students’ academic success group. [4]. The studies also demonstrate that when families who want their children to be successful at school become more Keywords School-parent Relations, Supervisor, School closely involved and more closely with their children’s Principal, Teacher, Parents education, the children are higher achievers [1]. Involvement of the family in the child’s educational activities, for example following up on school work and motivating the child to learn, is directly related to 1. Introduction achievement in school [5]. Studies also show that parent involvement increase the child’s perception of cognitive School is an institution where students acquire knowledge, competence [6] and quality of the student–teacher skills, and learn behaviour. Schools are based within the relationship [3]. Family involvement increases academic social, cultural, economic, and political periphery, which has success in children and young people, encourages students to an important effect on the school. The qualification of this be successful, and increases school attendance. Furthermore, interaction depends on the extent of the communication of school- family relation enhances the positive aspects of the the school with this environment. From another perspective, class, increase the tendency of the students to work, and schools are a system of raising humans as intellectual and supports them in higher educational targets [7;8]. The social capital, because schools are fundamental institutions cooperation between school and family helps the school to in the socialisation of children; teaching social values, norms, realize its goals. In communities where effective cooperation and social fidelity. The school, which is a social organisation, between school and family has been established, democratic has a strategic importance in the socialisation of the participation and active citizenship awareness develop, 1044 Competencies of Teachers Regarding School–Parent Relations: A Case of Antalya whatever the level of information and skill [9]. parent relation has not only been suggested among School-family relation in developing countries presents researchers and but also it is taken into consideration by opinions of the people about state structuring. According to education policy makers [3;19]. In Turkey, the Ministry of Martin and Vincet [10], school-family relations reflect National Education conducts studies on teacher citizen-state relations. Thus, within the process of competencies, in cooperation with universities, in order to cooperation with the family, it is important that teachers ensure a dynamic structure in education and training. The should assess to the family environment of the child and Ministry has determined the “General Competencies of the establish contact with responsible members of the family in Teaching Profession” together with academicians within the order to prepare opportunities for better education of the scope of the “Basic Education Support Project.” The children [11]. competence of the teaching profession as identified by these Teaching is a universal profession, and such as, teachers studies covers six main competency areas and 39 should find and apply the best and the most effective sub-competencies. The six main competencies are Personal methods, taking into account of their target group and using and Professional Values – Professional Development; the their skills to bring about the desired behaviour change in Learning and Teaching Processes; Monitoring and the students [12]. In school-family communication, teachers Assessment of Learning, Development; Programme and are the key individuals and are expected to be professional in Content Knowledge; Relations with the School, Family, and establishing communication and cooperation with the family. Community; and Programme and Content Knowledge. The Therefore, the attitude and behaviour of the teacher in Ministry of National Education has decided that the “General establishing communication with the family, the teacher’s Competencies of the Teaching Profession” are to be used in empathy communication skills are very important [13]. defining teacher training policies, in educational faculties, Teachers may use various methods to communicate with the within on-the-job-training of teachers, in teacher selection, in families. They may establish communication through weekly the assessment of teachers, and in self-knowledge of teachers letters, individual notes, student-created newsletters, bulletin and career development. These competencies defined by the boards, and informal notes. Another method is face-to-face Ministry of National Education are expected to be fulfilled communication. Teachers may organise family meetings to both by primary school teachers and by branch teachers. communicate information concerning the class and the School-family relationship refers to both family student. House visiting can be made to those families that responsibilities and school responsibilities for involving cannot come to the school [14]. In fact, house visiting is one parents in school work [20]. But some studies in Antalya of the best ways to become acquainted with the student; such show that parents are not fulfilling their responsibilities visiting ensures that the teacher understands the home life related to participation in parents’ education programmes and conditions of the student [15]. Although teacher-family provided by schools, involvement in school-parent communication is very important, teachers may have some association activities [21], involvement and volunteering in barriers in establishing communication with the family. One extra-curricular activities, and regular communication with of these is teacher reluctance in establishing contact with the teaching staff about their child’s development [22]. There family due to pragmatic, psychological, or cultures issues. has been no study concerning the opinions of school The basic reason for such reluctance is the teacher being principals and education supervisors concerning the wary of criticism [8]. Another reason is the teacher’s opinion competencies of teachers in establishing communication that the families are incompetent in matter of school and with families and ensuring their cooperation, although there education. Low socio-cultural characteristics of a family have been studies on school-family relations. Therefore, an may lead the teacher to think this way [14]. On the other assessment of the competencies of primary school teachers hand, families may also not want to have contact with the and branch teachers may act as a guide for universities and teacher, though parents are partners of teachers. Several educational managers. In addition, it is maintained that this studies show that both teachers and parents have difficulty in study, in covering competencies in school-family relations, cooperating with each other [16]. Especially, families with a will contribute to the international literature. The study is the low educational level do not want to establish first concerning competencies of teachers regarding communication with the teacher, although the teacher may school-parent relations in Turkey. Hence, the purpose of the wish to do so [8]. In addition, not being able to find time to study is to identify the competency levels of primary school contact the teacher, escaping responsibility, and teachers and branch teachers in school and family communication problems may hinder communication relationships, within the general teacher competencies between the teacher and the family [17]. Besides, defined by Ministry of Education. Answers to the following socio-demographic and economic circumstances, such as questions have been sought out: marital status, and child’ gender are other factors in parents’ 1. What are the opinions of school principals and engagement in their children’s education [18]. supervisors concerning the competencies of teachers in Even if the development levels and the social, economic “getting acquainted with the family and objectivity in the and political structure of countries are different, a high relations with the families”? Is there a significant difference quality education can only be possible through effective between the opinions of the school principals and school-family communication Therefore, effect of school– supervisors with respect to the variables of duty, gender, Universal Journal of Educational Research 4(5): 1043-1049, 2016 1045 seniority, branch, and educational status? Likert type scale, with increasing order: “1) Never, 2) 2. What are the opinions of the school principals and Seldom, 3) Sometimes, 4) Frequently, and 5) Always”. After supervisors concerning the competencies of teachers in the questionnaire was prepared, experts’ opinions from “ensuring family involvement and cooperation”? Is there a various branches of educational sciences and schools in the significant difference between the opinions of the school Muratpaşa central district were sought. A pilot application to principals and supervisors with respect to the variables of 64 school principals and 25 primary education supervisors duty, gender, seniority, branch, and educational status? was undertaken, and the responses were assessed using the Cronbach’s α test. As a result of the analysis, the alpha value was found to be 0.88 for the first factor, and 0.93 for the 2. Method second factor. The reliability coefficient for the whole scale was .92. The correlation values of the items in the first factor The present study is a descriptive survey model applied range between.75 and.84. The correlation values of the items in order to determine the competency levels of school in the second factor range between .73 and .80. It was principals, primary education supervisors, and teachers observed that the reliability coefficients were high for both concerning school-family relations. dimensions, and therefore that the instruments was considered as reliable. 2.1. Population and Sample 2.3. Data Analysis The population of the study consisted of 1.267 individuals: 1.089 school principals who work in the 607 primary and As descriptive statistics, mean and standard deviation 482 secondary schools, and 178 educational supervisors in values were used in the data analysis. When compliance of the Antalya province. To determine how many individuals the variables with normal distribution was assessed with the should be included in the sample from such a large Kolmogorov-Smirnov test, it was seen that the variables population, cluster sampling method was applied. The related to competencies in getting acquainted with the family, sample size was computed to be at least 310. Questionnaires objectivity in the relations with the families, family were voluntarily completed by 312 school principals. participation, and ensuring that participation did not comply Questionnaires for the supervisors were given at their with normal distribution. Because the variables did not monthly meetings with the Directorate of National Education, conform to normal distribution, the non-parametric and of the 178 questionnaires issued, 127 were completed Mann-Whitney U-test and Kruskal Walls tests were used in and returned. the comparison of the variables of duty, gender, seniority, Of the participants in the sample, 71% were school and branch and educational statuses of the school principals principals and 29% were supervisors, and 23% participants and supervisors. were female and 77% male. With respect to seniority, 57% had been working for 21 years or more, 15% for 16-20 years, 17% for 11-15 years, 10% for 6-10 years and 1% for 1-5 3. Findings years. With respect to educational status, 68% were This section covers the statistical computations to answer university graduates, 17% were upper secondary education the sub-problems of the study, and the results found and the graduates, and 15% had master’s degree. None of the interpretation of these findings. participants held a doctoral degree. Of the participants, 54% were graduates of primary school teaching departments and 46% were graduates of branch teaching departments. 3.1. Competencies of Teachers in Getting acquainted with the Family 2.2. Data Collection Instrument For the sub-competency “getting acquainted with the The competencies prepared by the Ministry of National family and objectivity in the relations with the families,” the Education and in participation with academicians within the opinions of school principals on primary school teaching are scope of the Basic Education Support Project were converted in the “frequently” interval (Χ=3.76). The opinions of the into a questionnaire and used as a data collection instrument. primary school supervisors about primary school teachers The first section of the questionnaire was “Personal concerning this dimension are in the “frequently” interval Information,” used to determine the demographic (Χ=3.45). When the opinions of the school principals and characteristics of the school principals and the supervisors supervisors about the competencies of primary school within the study sample. The second section covered the teachers in getting acquainted with the family and objectivity questions that sought the opinions of primary school teachers in the relation with the families are assessed together, it can and branch teachers on competencies in getting acquainted be seen that the school principals and supervisors maintain with the family, objectivity in the relations with the families, that primary school teachers frequently fulfil the competency family participation, and ensuring participation. The in getting acquainted with the family and objectivity in the questionnaire was prepared in accordance with a 5-point relations with the families (Χ=3.67). When the opinions of 1046 Competencies of Teachers Regarding School–Parent Relations: A Case of Antalya the school principals and supervisors about the competencies was observed between the opinions of the school principals of primary school teachers in getting acquainted with the and supervisors with respect to gender (U=15.847, p=0.376), family and objectivity in the relations with the families are graduating from primary school teaching or branch teaching compared, a significant difference was observed between the departments (U=22.858, p=0.415), seniority (x2=2.195, opinions of the school principals and supervisors (U=15.276, p=0.700), and educational statuses (x2=2.430, p=0.297) of p=0.00). No significant difference was observed between the the participants. For the sub-competency “ensuring family involvement opinions of the school principals and supervisors with and cooperation,” the opinions of the school principals on respect to gender (U=15.994, p=0.451), graduating from primary school teaching are in the “sometimes” interval (Χ primary school teaching or branch teaching departments (U=22.008, p=0.972), seniority (x2=0.827, p=0.935) and =3.25). The opinions of the primary school supervisors about educational statuses (x2=3,055, p=0,217) of the participants. branch teachers concerning dimension are in the “sometimes” For the sub-competency “getting acquainted with the interval ( Χ =2.73). When the opinions of the school family and objectivity in the relations with the families” the principals and supervisors about the competencies of branch opinions of the school principals on branch teaching are in teachers in ensuring family involvement and cooperation are the “frequently” interval Χ =3.53. The opinions of the assessed together, it is seen that the school principals and primary school supervisors about branch teachers supervisors maintain that the primary school teachers concerning this dimension are in the “sometimes” interval sometimes fulfil the competency in ensuring family Χ=3.05. When the opinions of the school principals and involvement and cooperation (Χ=3.16). When the opinions supervisors about the competencies of branch teachers in of the school principals and supervisors about the getting acquainted with the family and objectivity in the competencies of teachers in ensuring family involvement relations with the families are assessed together, it can be and cooperation are compared, a significant difference was seen that the school principals and supervisors maintain that observed between the opinions of the school principals and the branch teachers sometimes fulfil the competency in supervisors (U=15.068, p=0.00). There is a significant getting acquainted with the family and objectivity in the difference between the opinions of the school principals and relations with the families (Χ=3.39). When the opinions of supervisors with respect to the educational statuses of the participants (x2=7.215, p=0.027). No significant difference the school principals and supervisors about the competencies was observed between the opinions of the school principals of branch teachers in getting acquainted with the family and and supervisors with respect to gender (U=16.102, p=0.511), objectivity in the relation with the families are compared, a graduating from primary school teaching or branch teaching significant difference was observed between the opinions of departments (U=23.891, p=0.972), and seniority (x2=2.187, the school principals and supervisors (U=13.083, p=0.00). p=0.701) of the participants. No significant difference was observed between the opinions of the school principals and supervisors with respect to gender (U=15.414, p=0.217), graduating from primary 4. Discussion and Conclusion school teaching or branch teaching departments (U=22.980, p=0.516), seniority (x2=0.807, p=0.937), and educational The aim of the present study was to identify the statuses (x2=2.796, p=0.247) of the participants. competency level of primary school teachers and branch teachers in school and family relationships, which are 3.2. Competencies of Teachers in Ensuring Family involved in the general teacher competencies. According to Involvement and Cooperation the findings obtained in this study, the opinions of principals and supervisors concerning the competencies of primary For the sub-competency, the opinions of the school school teachers in “getting acquainted with the family and principals on primary school teaching are in the “frequently” objectivity in the relation with the families are in the interval ( Χ =3.71). The opinions of the primary school “frequently” interval. Their opinions concerning the supervisors about primary school teachers concerning this competencies of branch teachers are in the “sometimes” dimension are in the “sometimes” interval (Χ=3.33). When interval. It is thought that primary school teachers are more the opinions of the school principals and supervisors about competent in the sub-dimension “getting acquainted with the the competencies of primary school teachers in ensuring family and objectivity in the relations with the families”. family involvement and cooperation are assessed together, it There was a significant difference between the opinions of can be seen that the school principals and supervisors the school principals and supervisors. The opinions of the maintain that the primary school teachers frequently fulfil school principals are more positive on primary school the competency in getting acquainted with the family and objectivity in the relation with the families (Χ=3.57). When teachers compared to the supervisors. As seniority increases, averages increase, and as educational statuses increase, the opinions of the school principals and supervisors about averages decrease. Female school principals who originate the competencies of teachers in ensuring family involvement and cooperation are compared, a significant difference was from primary school teaching are more positive on this observed between the opinions of the school principals and sub-competency level. School principals also consider the supervisors (U=13.750, p=0.00). No significant difference competencies of branch teachers more positively. In Universal Journal of Educational Research 4(5): 1043-1049, 2016 1047 opinions concerning the competencies of branch teachers, as Especially in schools other than primary schools, opinions seniority increases, averages increase and as educational on the indifference of the families increase [25;26;27;28;29]. statuses increase, averages decrease. In the sub-dimension However, since the present study is within the scope of the “ensuring family involvement and cooperation,” the competencies of the teacher with respect to communication opinions of the school principals and supervisors concerning with families, considering the results, it can be said that the competencies of primary school teachers are in the branch teachers are not competent in establishing “frequently” interval. Their opinions concerning the relationships. These results may be interpreted as even if the competencies of branch teachers are in the “sometimes” branch teachers are competent, they do not use their interval. According to these findings, the participants believe competencies adequately. Another reason may be parental that the primary school teachers are more competent in the disillusionment regarding teachers. Parental disillusionment sub-dimension “ensuring family involvement and occurs when teachers reject attempt of some parents to cooperation”. There is a significant difference between the involve themselves in their children’s education and to get in opinions of the school principals and supervisors. The contact with teachers [16]. Parents within the scope of the opinions of the school principals on primary school teachers present study might meet rejectionist attitudes of teachers are more positive. As seniority increases, averages increase, and therefore school principals and supervisors may think that teachers do not have the competencies regarding and female school principal participants, who originate from school-parents relations. However, several studies show that primary school teaching, consider more positively on this insecure teachers may be reluctant to communicate with sub-competency level. School principals also consider the parents [30] because of feelings incompetency or competencies of branch teachers more positively. As inadequacy. seniority increases, averages increase, and as educational The essential recommendation of the present study is that statuses increase, averages decrease. Female school principal school principals should play a leadership role in ensuring participants who originate from branch teaching view this the effectiveness of schools, in establishing relations with competency of branch teachers more positively. families and in ensuring family involvement (Westergård, In the present study on school-family relations, it was 2013). The distributive leadership attitudes of school concluded that the competencies of primary school teachers principals will cause the teachers to assume responsibilities are at a higher level compared to those of branch teachers. and to develop themselves in order to assume responsibilities However, studies concerning the relationships of teachers (Spillane, 2005) because a distributive leadership attitude in with the family indicate that the teachers consider school is a decision process based on participation and themselves to be quite competent [23; 24]. It will be better to cooperation covering principals, teachers, students and discuss the results obtained in the study in three dimensions. families (Heck and Hallinger, 2009). Within this context, the One of these is the communication between supervisors and idea that schools should be managed based on a participatory teachers. In the study, the opinions of the supervisors are approach has recently become an idea being advocated in found to be more negative compared to those of the various circles (Smylie, Lazarus ve Conyers, 1996). Besides, principals. The causes of the supervisors’ negative opinions building school culture based on caring, empathy, about teachers must be the subject of a separate study. encouragement and reinforcement by school principals help Another dimension is the work conditions of the primary to develop the school-parent relationship (Deslandes, at al., school teachers and branch teachers. In Turkey, the primary 2015). Also in-service training of teachers to increase school teachers work together with their students at least five cooperation of teachers with families will also be beneficial. hours every day. The students of primary school teachers are Westergård [16] determined competences of teachers between 6-10 years of age. On the other hand, branch regarding school-parent relationship as relational teachers can see individual students for only about 1-2 hours competence, communication competence and context a week. The students of branch teachers are between 11-14 competence. These competences of teachers can be years of age. enhanced via in-service training, as teachers act In Turkey, it has become a tradition in some areas to take professionally when working with parents [34]. Another primary school students to school every morning and later to recommendation of the present study is emphasising the collect them from school. In particular, some mothers are in school-family cooperation in educational faculties [35]. In closer communication with the school since their children educational faculties, school-family cooperation is only one are younger. This closer relationship of families with the chapter in the class management course. No assessment has school may facilitate the task of the primary school teachers. been made concerning this competency. However, it’s On the other hand, the fact that the branch teachers are in the known that the teacher training system in Turkey has many school for shorter times and witness less visits by families problems [36]. Therefore, school-parent communication and may negatively affect the communication of the branch collaboration are only one sub-problem of the system. teachers with families. However, studies indicate that school-family cooperation in The third dimension is the disinterest of families in Turkey is known to be problematic. Hence, the cooperation schooling in Turkey. In studies on the relationship with of the Ministry of National Education and the educational families, the teachers often consider families indifferently. faculties will play an important role. 1048 Competencies of Teachers Regarding School–Parent Relations: A Case of Antalya cooperation. 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