Family expertation regarding educational roles of primary teacher in terms of children's development

Identification of the expectations of the family and the teacher who play the most important role in children development is important in terms of defining activities a family can do at home. This study aims to determine elementary school teachers' expectations from families in terms of their educational roles related to children development. It is designed according to descriptive method and relational screening method containing qualitative and quantitative data. The sample consists of 306 teachers selected by the simple random method to represent the population of the central districts of İzmir as well as 14 teachers selected among these teachers by using the purpose sampling method. In order to collect data for this study "Family Expectation Scale" was developed and used by the author. Factor analysis was carried out for the validity of the scale. The result of KMO and Barlett's test was found to be 0,832. The result of Cronbach Alfa test performed for the reliability of the scale is 0,838. The findings showed that the scale is valid and reliable. For the qualitative data "Semi-Structured Interview" developed by the author was used. Such statistical techniques as percentage, frequency, standard deviation, mean, t test, one-way analysis of variance (Anova), Games-Howell multiple comparison test were employed in order to find answers to the sub-problems of the study. The qualitative data analysis was performed by using descriptive analysis method. According to the findings obtained in this study, teachers have high expectations from families in terms of some definitive data. 80% of the teachers involved in the study would like to join training related to family education. Also it was found that 73% of the teachers have not received any training concerning family education. Expectations with the highest values of average according to the results of the analysis were defined as follows: ''I wish to believe that the teacher would demonstrate necessary appreciation'' and "I expect parents to protect their children from harmful habits". Qualitative analysis showed that teachers have more expectations in terms of social and emotional development. It was observed that qualitative data findings support quantitative data. Keywords: Child development, family education, teacher expectation.