Executive opinions on the role of school family union income in education finance in primary schools

This research, which aims to examine the funding opportunities of primary and secondary schools in different socioeconomic regions at the basic education level in the context of the right to education, was conducted with multiple status patterns from qualitative research approaches. The study group consisted of 28 primary and secondary school administrators working in different districts of Tokat. When determining the working group, maximum diversity sampling from the purpose sampling methods is based on. According to this, the care has been taken to ensure that the schools are in different districts, different settlements (country center, town, village) in different socioeconomic circles and the managers are at different seniority levels. In addition, the criterion that these participants were responsible for the budget was used in the interviews with the assistant school principals. Data were collected with the interview technique. The datas were collected by interview technique. The interviews included various descriptive questions about school administrators and the future, as well as funding opportunities for schools and questions are also addressed to determine the views of these opportunities regarding teacher and administrator responsibilities and the impact of education. The datas are solved by the content analysis technique. Measures have been taken to increase validity and reliability in data collection, processing and analysis processes. In the study, it was determined that the income sources of the schools consist of central management budget and school family union income and income sources of schools differ according to the socioeconomic environment in which the school is located. A significant number of school administrators have stated that schools have a funding problem. School administrators have stated in recent years that there is a transfer of funding from the central budget to schools, although limited, but this is insufficient and they noted that schools still need school family union income. Administrators have stated that they use school family union income for unforeseen expenses and daily expenses required by schools in their education processes. Administrators noted that school family union incomes deepen inequalities among schools in different socioeconomic environments; the effort to create funding for the school affects teacher and administrator responsibilities and has negative reflections on education. It is recommended that to cover all the funding costs of public schools of the ministry of national education, increase the funding resources they send to schools, diversifying the expense items and flexing the use processes. It is recommended that the Ministry implement with urgency a budget to reduce inequalities between schools, especially in disadvantaged environments; to save schools from being doomed to school family union revenues.