A multi-stage evaluation of the effectiveness of family education programs in elementary schools: A mixed methods study

The aim of this study is to evaluate family education practices implemented in primary schools through a holistic approach based on the views of parents and educators ((trainers, teachers and school administrators). In this context, current family education practices were examined in terms of content, implementation processes, their impact on parental involvement in schools, and overall effectiveness. A mixed-methods approach and a multi-phase design were employed in the research, which was conducted in three phases. In the first phase, the effectiveness of family education programs implemented nationwide in Türkiye was evaluated based on the perspectives of school administrators, teachers, trainers involved in these programs, and participating parents. In the second phase, in-depth data were collected through parents, teachers, school administrators, and trainers regarding the implementation, content, operation of the program, and its contribution to school-family interaction. In the third phase, the findings from the first two phases were comparatively analyzed and interpreted; strengths and areas for improvement of the practices were identified, and concrete recommendations for improvement were provided. The study group consisted of educators working in public primary schools and Guidance and Research Centers affiliated with the Ministry of National Education in Ordu province during the 2023–2024 academic year, as well as parents who participated in family education programs conducted in these institutions. Quantitative data were collected from 106 parents and 112 educators, while qualitative data were obtained from 10 parents and 10 educators. Measurement tools developed by the researcher were used in the data collection process, and the data were analyzed using descriptive statistics and inductive analysis. The findings revealed that participation of all stakeholders in family education is crucial, such programs support children's development, promotional efforts remain insufficient, and there is a need for multi-purpose family education centers. Additionally, it was emphasized that the content of the programs should be updated, trainers should receive specialized training, materials should be provided on time and in full, the programs should be designed with a flexible structure, and more practical examples should be included. The need for a coordinator to serve as a bridge between trainers and the Ministry of National Education, as well as the programs' role in enhancing parental involvement in school activities, emerged as other noteworthy findings. In conclusion, this study, conducted using a multi-phase design and a mixed-methods approach, is expected to contribute to the improvement of current family education practices at the primary school level by providing a comprehensive and multidimensional evaluation, thereby offering an original contribution to the literature.