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EXAMINATION OF SCHOOL-FAMILY COOPERATION ACCORDING TO PARENTS' VIEWS

Year 2023, , 186 - 200, 28.10.2023

Muhammet İbrahim Akyürek , Seher Esen

https://doi.org/10.29029/busbed.1295857
Cited By: 1

Abstract

This research was carried out in order to determine the level of school-family cooperation according to the opinions of the parents and to examine this level according to different variables. The study carried out for this purpose was carried out with the cross-sectional survey method, one of the quantitative research models. The study sample consists of 408 parents of students from different school types and levels in Ankara. “School-family cooperation standards scale” was used to collect data. In the analysis of the data, the level of school-family cooperation of the parents was determined by making descriptive statistical calculations. As a result of the analyses, parents' views on implementing school-family cooperation were found to be moderate. When the levels of school-family cooperation were examined, no significant difference was found in general terms according to the parenting type, age, education level, income level, number of children and the number of children attending school. However, when school-family cooperation levels are examined in the context of sub-dimensions, it can be said that mothers are more positive than fathers regarding power sharing, and young parents are more positive than the elderly in supporting student success and power sharing dimensions. In addition, it can be said that individuals with high educational status evaluate the power sharing dimension negatively compared to the parents with low academic levels, and the level of school-family cooperation in the power sharing dimension of the parents with high income level decreases.

Keywords

School family cooperation parent education

References

  • Akbaşlı, S., & Diş, O. (2019). Benefits of school-family collaboration to school environment according to teachers' opinions. Turkish Studies 14(7), 3597-3613. https://doi.org/10.29228/TurkishStudies.37834
  • Akbaşlı, S., & Tura, B. (2019). Okul aile birlikleri okullara ne getirdi? Neyi değiştirdi? Uluslararası Toplum Araştırmaları Dergisi, 14(20), 1747-1768. https://doi.org/10.26466/opus.621027
  • Alameda-Lawson, T., & Lawson, M. A. (2018). A latent class analysis of parent involvement subpopulations. Social Work Research, 42(2), 118-130. https://doi.org/10.1093/swr/svy008
  • Arapi, E., & Hamel, C. (2021). What differences between parents 'and teachers' views about their relationships in Quebec (Canada). International Journal of Instruction, 14(3), 309-326. https://doi.org/10.29333/iji.2021.14318a
  • Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. https://doi.org/10.1037/bul0000201
  • Borgonovi, F., & Montt, G. (2012). Parental Involvement in Selected PISA Countries and Economies. (Vol. OECD Education Working Papers, 73). OECD Publishing. https://doi.org/doi:https://doi.org/10.1787/5k990rk0jsjj-en
  • Büyüköztürk, Ş. (2013). Veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chan, M., Manzon, M., Hong, H., & Khong, L. Y. L. (2022). Multidimensional profiles of parent involvement: Antecedents and impact on student engagement. British Journal of Educational Psychology, 92(2), 447- 464. https://doi.org/https://doi.org/10.1111/bjep.12456
  • 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. https://doi.org/10.1080/02796015.2004.12086233
  • Çınkır, Ş., & Nayır, F. (2017). Okul aile işbirliği standartlarına ilişkin veli görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 245-264. https://doi.org/10.16986/HUJE.2016015709
  • Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelmann, F. X. Kaufmann & F. Lösel (Eds.), Social Intervention: Potential and Constraints (pp. 121-136). de Gruyter.
  • Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools (2nd ed.). Westview.
  • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318. https://doi.org/10.1080/00220670209596604
  • Ertem, H. Y., & Gökalp, G. (2020). Velilerin okul iklimi ve veli katılımı algılarının velilerin eğitim durumu ve çocuklarının öğrenim kademesine göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 78-91. https://doi.org/10.16986/HUJE.2018040670
  • 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
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367- 376. https://doi.org/10.1037/0022-0663.92.2.367
  • Garbacz, S. A., Mcdowall, P. S., Schaughency, E., Sheridan, S. M., & Welch, G. W. (2015). A multidimensional examination of parent involvement across child and parent characteristics. The Elementary School Journal, 115(3), 384-406. https://doi.org/10.1086/680325
  • Garcia, L. M. P., Villalba, M. J. S., Fernandez, M., & Alarcon, E. I. (2019). The educational challenge of the twenty-first century: Relevance of the cooperation between family and school. Espiral-Cuadernos Del Profesorado, 12(24), 19-29. https://doi.org/10.25115/ecp.v12i24.2284
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). Pearson.
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe-yöntem-analiz. Seçkin.
  • Güvercin, D. & Kesici, A. E., & Akbaşlı, S. (2022). Distance education experiences of teacher-parents during the covid-19. Athens Journal of Education 2021, 8, 1-21 https://doi.org/10.30958/aje.9-4-4
  • Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-151.
  • Hannon, L., & O’Donnell, G. M. (2022). Teachers, parents, and family-school partnerships: Emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241-255. https://doi.org/10.1080/02607476.2021.1989981
  • Işık, O., & Şahı̇ n, İ. (2021). İlkokul ve ortaokul velilerinin çocuklarının eğitim sürecine katılımı. Milli Eğitim Dergisi, 51(235), 2061-2084. https://doi.org/10.37669/milliegitim.913835
  • Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147-163. https://doi.org/10.1080/13632434.2018.1434767
  • Karasar, N. (2010). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Nobel Yayın.
  • Kaur Sidhu, G., K., & Loo, P., Xiaoyang, Y., & Singh Aperapar Singh, P. (2019). Teachers' perspectives of school and family cooperation: A case study in China. Universal Journal of Educational Research, 7(10A), 66-71. https://doi.org/10.13189/ujer.2019.071712
  • Kay, P. J., Fitzgerald, M., Paradee, C., & Mellencamp, A. (1994). Making homework work at home: The parent's perspective. Journal of Learning Disabilities, 27(9), 550-561. https://doi.org/10.1177/002221949402700902
  • Kurincová, V., Turzák, T., & Turzáková, J. (2021). The competency for building school-family partnerships in pre‐service teacher education: The role of study level, experience with school-family cooperation and self-rated personality. Ad Alta: Journal of Interdisciplinary Research, 11(2), 285-288.
  • Lam, B. T., & Ducreux, E. (2013). Parental influence and academic achievement among middle school students: Parent perspective. Journal of Human Behavior in the Social Environment, 23(5), 579-590. https://doi.org/10.1080/10911359.2013.765823
  • Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in chile [Brief Research Report]. Frontiers in Psychology, 10(Article 1464), 1-5. https://doi.org/10.3389/fpsyg.2019.01464
  • Lavenda, O. (2011). Parental involvement in school: A test of Hoover-Dempsey and Sandler's model among Jewish and Arab parents in Israel. Children and Youth Services Review, 33(6), 927-935. https://doi.org/https://doi.org/10.1016/j.childyouth.2010.12.016
  • Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475. https://doi.org/https://doi.org/10.1016/j.jsp.2004.08.002
  • Mara, D., Mara, E. L., Andrei, O., & Danciu, E. L. (2011). The Role of school-family partnership in the implementation of inclusive education in Romania. New Educational Review, 26(4), 228-237. https://doi.org/10.15835/buasvmcn-hort:7161
  • Ogg, J., & Anthony, C. J. (2019). Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40. https://doi.org/10.1016/j.jsp.2019.02.002
  • Patrikakou, E. N., & Weissberg, R. P. (2000). Parents' perceptions of teacher outreach and parent involvement in children's education. Journal of Prevention & Intervention in the Community, 20(1-2), 103-119. https://doi.org/10.1300/J005v20n01_08
  • Peterson, E. R., Rubie-Davies, C. M., Elley-Brown, M. J., Widdowson, D. A., Dixon, R. S., & Irving, S. E. (2011). Who is to blame? Students, teachers and parents views on who is responsible for student achievement. Research in Education, 86(1), 1-12. https://doi.org/10.7227/RIE.86.1
  • Pomerantz, E. M., Moorman, E. A., & D, L. S. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. Review of educational research, 77(3), 373-410.
  • Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4-26. https://doi.org/10.1177/001312402237212 Shumow, L., & Miller, J. D. (2001). Parents’ at-home and at-school academic involvement with young adolescents. The Journal of Early Adolescence, 21(1), 68-91. https://doi.org/10.1177/0272431601021001004
  • Tan, C. Y. (2019). Involvement practices, socioeconomic status, and student science achievement: insights from a typology of home and school involvement patterns. American Educational Research Journal, 56(3), 899-924. https://doi.org/10.3102/0002831218807146
  • Uitto, M., Lutovac, S., Jokikokko, K., & Kaasila, R. (2018). Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved. International Journal of Educational Research, 87, 47-56. https://doi.org/10.1016/j.ijer.2017.11.004
  • Xiaoyang, Y., Sidhu, G. K., & Veloo, P. K. (2018). Parents' perspectives on school and family cooperation in primary schools: A case study in China. The Turkish Online Journal of Design Art and Communication (Special Edition), 1263-1269. https://doi.org/10.7456/1080SSE/169

VELİ GÖRÜŞLERİNE GÖRE OKUL-AİLE İŞ BİRLİĞİNİN İNCELENMESİ

Year 2023, , 186 - 200, 28.10.2023

Muhammet İbrahim Akyürek , Seher Esen

https://doi.org/10.29029/busbed.1295857
Cited By: 1

Abstract

Bu araştırma, velilerin görüşlerine göre okul aile iş birliği düzeyinin belirlenmesi ve bu düzeyin farklı değişkenlere göre incelenmesi amacıyla gerçekleştirilmiştir. Bu amaçla yürütülen çalışma, nicel araştırma modellerinden kesitsel tarama yöntemiyle yürütülmüştür. Araştırmanın örneklemini, Ankara ilindeki farklı okul tipleri ve kademelerinden oluşan 408 öğrenci velisi oluşturmaktadır. Verilerin toplanması için “Okul aile iş birliği standartları ölçeği” kullanılmıştır. Verilerin analizinde, betimsel istatistik hesapları yapılarak velilerin okul aile iş birliği düzeyi belirlenmiştir. Yapılan analizler sonucunda, velilerin okul aile iş birliğinin uygulanmasına yönelik görüşleri orta düzeyde çıkmıştır. Okul aile iş birliği düzeyleri incelendiğinde, genel anlamda, velilerin ebeveynlik tipine, yaşına, öğrenim durumuna, gelir durumuna, çocuk sayısına ve okula devam eden çocuk sayısına göre anlamlı bir farklılık saptanmamıştır. Ancak okul aile iş birliği düzeyleri alt boyutlar bağlamında incelendiğinde annelerin güç paylaşımı boyutunda babalara göre daha olumlu oldukları, genç velilerin öğrenci başarısını destekleme ve güç paylaşımı boyutlarında yaşlılara göre olumlu yaklaştıkları söylenebilir. Ayrıca öğrenim durum düzeyleri yüksek bireylerin güç paylaşımı boyutunu öğrenim düzeyi düşük velilere göre olumsuz değerlendirdikleri ve gelir durumu yüksek velilerin güç paylaşımı boyutundaki okul aile iş birliği düzeylerinin azaldığı söylenebilir.

Keywords

Okul aile iş birliği veli eğitim

References

  • Akbaşlı, S., & Diş, O. (2019). Benefits of school-family collaboration to school environment according to teachers' opinions. Turkish Studies 14(7), 3597-3613. https://doi.org/10.29228/TurkishStudies.37834
  • Akbaşlı, S., & Tura, B. (2019). Okul aile birlikleri okullara ne getirdi? Neyi değiştirdi? Uluslararası Toplum Araştırmaları Dergisi, 14(20), 1747-1768. https://doi.org/10.26466/opus.621027
  • Alameda-Lawson, T., & Lawson, M. A. (2018). A latent class analysis of parent involvement subpopulations. Social Work Research, 42(2), 118-130. https://doi.org/10.1093/swr/svy008
  • Arapi, E., & Hamel, C. (2021). What differences between parents 'and teachers' views about their relationships in Quebec (Canada). International Journal of Instruction, 14(3), 309-326. https://doi.org/10.29333/iji.2021.14318a
  • Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. https://doi.org/10.1037/bul0000201
  • Borgonovi, F., & Montt, G. (2012). Parental Involvement in Selected PISA Countries and Economies. (Vol. OECD Education Working Papers, 73). OECD Publishing. https://doi.org/doi:https://doi.org/10.1787/5k990rk0jsjj-en
  • Büyüköztürk, Ş. (2013). Veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chan, M., Manzon, M., Hong, H., & Khong, L. Y. L. (2022). Multidimensional profiles of parent involvement: Antecedents and impact on student engagement. British Journal of Educational Psychology, 92(2), 447- 464. https://doi.org/https://doi.org/10.1111/bjep.12456
  • 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. https://doi.org/10.1080/02796015.2004.12086233
  • Çınkır, Ş., & Nayır, F. (2017). Okul aile işbirliği standartlarına ilişkin veli görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 245-264. https://doi.org/10.16986/HUJE.2016015709
  • Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelmann, F. X. Kaufmann & F. Lösel (Eds.), Social Intervention: Potential and Constraints (pp. 121-136). de Gruyter.
  • Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools (2nd ed.). Westview.
  • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318. https://doi.org/10.1080/00220670209596604
  • Ertem, H. Y., & Gökalp, G. (2020). Velilerin okul iklimi ve veli katılımı algılarının velilerin eğitim durumu ve çocuklarının öğrenim kademesine göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 78-91. https://doi.org/10.16986/HUJE.2018040670
  • 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
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367- 376. https://doi.org/10.1037/0022-0663.92.2.367
  • Garbacz, S. A., Mcdowall, P. S., Schaughency, E., Sheridan, S. M., & Welch, G. W. (2015). A multidimensional examination of parent involvement across child and parent characteristics. The Elementary School Journal, 115(3), 384-406. https://doi.org/10.1086/680325
  • Garcia, L. M. P., Villalba, M. J. S., Fernandez, M., & Alarcon, E. I. (2019). The educational challenge of the twenty-first century: Relevance of the cooperation between family and school. Espiral-Cuadernos Del Profesorado, 12(24), 19-29. https://doi.org/10.25115/ecp.v12i24.2284
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). Pearson.
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe-yöntem-analiz. Seçkin.
  • Güvercin, D. & Kesici, A. E., & Akbaşlı, S. (2022). Distance education experiences of teacher-parents during the covid-19. Athens Journal of Education 2021, 8, 1-21 https://doi.org/10.30958/aje.9-4-4
  • Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-151.
  • Hannon, L., & O’Donnell, G. M. (2022). Teachers, parents, and family-school partnerships: Emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241-255. https://doi.org/10.1080/02607476.2021.1989981
  • Işık, O., & Şahı̇ n, İ. (2021). İlkokul ve ortaokul velilerinin çocuklarının eğitim sürecine katılımı. Milli Eğitim Dergisi, 51(235), 2061-2084. https://doi.org/10.37669/milliegitim.913835
  • Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147-163. https://doi.org/10.1080/13632434.2018.1434767
  • Karasar, N. (2010). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Nobel Yayın.
  • Kaur Sidhu, G., K., & Loo, P., Xiaoyang, Y., & Singh Aperapar Singh, P. (2019). Teachers' perspectives of school and family cooperation: A case study in China. Universal Journal of Educational Research, 7(10A), 66-71. https://doi.org/10.13189/ujer.2019.071712
  • Kay, P. J., Fitzgerald, M., Paradee, C., & Mellencamp, A. (1994). Making homework work at home: The parent's perspective. Journal of Learning Disabilities, 27(9), 550-561. https://doi.org/10.1177/002221949402700902
  • Kurincová, V., Turzák, T., & Turzáková, J. (2021). The competency for building school-family partnerships in pre‐service teacher education: The role of study level, experience with school-family cooperation and self-rated personality. Ad Alta: Journal of Interdisciplinary Research, 11(2), 285-288.
  • Lam, B. T., & Ducreux, E. (2013). Parental influence and academic achievement among middle school students: Parent perspective. Journal of Human Behavior in the Social Environment, 23(5), 579-590. https://doi.org/10.1080/10911359.2013.765823
  • Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in chile [Brief Research Report]. Frontiers in Psychology, 10(Article 1464), 1-5. https://doi.org/10.3389/fpsyg.2019.01464
  • Lavenda, O. (2011). Parental involvement in school: A test of Hoover-Dempsey and Sandler's model among Jewish and Arab parents in Israel. Children and Youth Services Review, 33(6), 927-935. https://doi.org/https://doi.org/10.1016/j.childyouth.2010.12.016
  • Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475. https://doi.org/https://doi.org/10.1016/j.jsp.2004.08.002
  • Mara, D., Mara, E. L., Andrei, O., & Danciu, E. L. (2011). The Role of school-family partnership in the implementation of inclusive education in Romania. New Educational Review, 26(4), 228-237. https://doi.org/10.15835/buasvmcn-hort:7161
  • Ogg, J., & Anthony, C. J. (2019). Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40. https://doi.org/10.1016/j.jsp.2019.02.002
  • Patrikakou, E. N., & Weissberg, R. P. (2000). Parents' perceptions of teacher outreach and parent involvement in children's education. Journal of Prevention & Intervention in the Community, 20(1-2), 103-119. https://doi.org/10.1300/J005v20n01_08
  • Peterson, E. R., Rubie-Davies, C. M., Elley-Brown, M. J., Widdowson, D. A., Dixon, R. S., & Irving, S. E. (2011). Who is to blame? Students, teachers and parents views on who is responsible for student achievement. Research in Education, 86(1), 1-12. https://doi.org/10.7227/RIE.86.1
  • Pomerantz, E. M., Moorman, E. A., & D, L. S. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. Review of educational research, 77(3), 373-410.
  • Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4-26. https://doi.org/10.1177/001312402237212 Shumow, L., & Miller, J. D. (2001). Parents’ at-home and at-school academic involvement with young adolescents. The Journal of Early Adolescence, 21(1), 68-91. https://doi.org/10.1177/0272431601021001004
  • Tan, C. Y. (2019). Involvement practices, socioeconomic status, and student science achievement: insights from a typology of home and school involvement patterns. American Educational Research Journal, 56(3), 899-924. https://doi.org/10.3102/0002831218807146
  • Uitto, M., Lutovac, S., Jokikokko, K., & Kaasila, R. (2018). Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved. International Journal of Educational Research, 87, 47-56. https://doi.org/10.1016/j.ijer.2017.11.004
  • Xiaoyang, Y., Sidhu, G. K., & Veloo, P. K. (2018). Parents' perspectives on school and family cooperation in primary schools: A case study in China. The Turkish Online Journal of Design Art and Communication (Special Edition), 1263-1269. https://doi.org/10.7456/1080SSE/169
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Specialist Studies in Education (Other)
Journal Section Articles
Authors

Muhammet İbrahim Akyürek 0000-0001-9122-471X

Seher Esen 0000-0002-3569-1185

Early Pub Date October 27, 2023
Publication Date October 28, 2023
Published in Issue Year 2023

Cite

APA Akyürek, M. İ., & Esen, S. (2023). VELİ GÖRÜŞLERİNE GÖRE OKUL-AİLE İŞ BİRLİĞİNİN İNCELENMESİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(26), 186-200. https://doi.org/10.29029/busbed.1295857

Cited By

Öğretmenlerin Okul Yöneticilerinden Beklentileri
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1459886
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