Developing a values education parent self-efficacy belief scale and parents' views on values education: A mixed method research

The process of acquiring the knowledge, skills and values necessary for human life as a social being starts in the family and continues at school in line with the curriculum. For the effective participation of the family in the acquisition of the values in the social studies curriculum, it is necessary to determine the self-efficacy beliefs of families regarding values education. In the literature, there is no measurement tool to measure families' self-efficacy beliefs about values education. In this study, firstly, it was aimed to develop the "Values Education Family Self-Efficacy Belief Scale" (VEFSBS) and then to determine the self-efficacy beliefs of families regarding values education by using the developed scale. Based on the literature review and interviews conducted with families, an item pool of 57 items related to values education family self-efficacy beliefs was created. After the expert opinion was received, necessary additions and deletions were made and a 5-point Likert-type draft scale of 41 items was formed as a result of the pilot application of the scale. Stratified sampling (lower, middle, upper) was used in the sample selection of the study. The study was conducted in 2022 with families from 3 different socio-economic levels in Eskişehir province. As a result of the validity and reliability analysis of the VEFSBS, the scale was finalized with 13 items. Using the VEFSBS, families' views on their values education self-efficacy beliefs were determined according to the variables of gender, age, educational status, income, family structure and number of children. As a result of the research, the scale consisted of "values and opportunity education", "values and communication", "values and school-family cooperation", "values and media" sub-dimensions. While a significant difference was found in favor of mothers and families with fewer children in the context of gender and number of children variables, no significant difference was found in the context of age, income status, family structure and education level variables.