Investigating the relationship between parents' participation in their children's education and their self-efficacy levels according to some variables

The aim of this study is to examine the relationship between parents' participation in their children's education and their self-efficacy levels. Moreover, the variables of participation in education and self-efficacy are determined according to the socio-demographic characteristics of parents and children such as parents' gender, parents' age, child's gender, child's age, school level of the child, school type, partnership status, parents' education status, and spouse's education status, total number of children, employment status and family income status. This research was carried out with a quantitative research model. Descriptive survey model was used in order to reveal parents' self-efficacy levels and their children's participation in education; the relational survey model was used to reveal the relationships between parents' self efficacy levels and their children's participation in education. The "General Self Efficacy Scale" developed by Sherer et al. (1982) and adapted to Turkish by Yıldırım and İlhan (2004) and the "Parent Participation Scale" developed by Gürbüztürk and Şad (2010) were used. The universe of the research consists of the parents of the students who study in primary, secondary and high schools in the district of Ataşehir in Istanbul in the 2019-2020 academic year. The sample of the study consists of 389 parents randomly selected from schools in Ataşehir district. Descriptive statistics (percentage, frequency), difference analysis (t-Test, ANOVA) and correlation analysis were used in the analysis of the data obtained in the study. If a significant difference was found in ANOVA analyzes, LSD test, one of the multiple comparison (Post Hoc) tests, was used to determine the source of this significant difference. Significance level was accepted as 05. According to the results of the research, the self-efficacy levels of the parents were determined at the "medium" level in the total of the scale (X= 2.9165). In the first dimension of self-efficacy the level of parents agree "slightly" (X= 2.5216); in the second dimension "medium" level, (X= 3,1985); in the third dimension good" level (X= 3.6315). There was a significant difference in some dimensions according to demographic variables among the parents' opinions about their self-efficacy levels. Participants consulted within the scope of the study agree to the total of the parent involvement scale (X= 3.56) at the level of "most of the time". In the first dimension of parents participation scale, communication with school and teacher they agree "sometimes" (X= 3,36); in the second dimension supporting the child's homework and studies "most of the time" (X= 3,90); in the third dimension, parents' self-improvement in participation "sometimes" (X= 3,22); in the fourth dimension, voluntary active participation "rarely" (X= 2.25); in the fifth dimension, communication with the child "always (X= 4.26); in the sixth dimension creating a home environment that supports learning "most of the time" (X= 4.17); in the seventh dimension, supporting the personality development of the child "most of the time" (X= 3,90); in the eighth dimension, supporting the socio-cultural development of the child "most of the time" (X= 3.40). According to demographic variables, a significant difference was found in some dimensions among their views on their children's educational participation levels. According to the results of the research, it was determined that there is a positive and moderate relationship between the parents' self-efficacy levels and their children's participation in education. Various suggestions have been developed based on the research results. Keywords: Self-efficacy, parent involvement, student, education, school