Expectations of parents, teachers and school administrators towards each other and children during the preschool education process

The aim of this research is to determine the expectations of parents, teachers and school administrators towards each other and children during the preschool education process and to examine these expectations in terms of the socioeconomic status of schools. This research was conducted with the case study design, one of the qualitative research patterns. The study group of the research was organized for the second part of the 2022-2023 academic year. during his term, he formed 42 parents whose children studied at three official independent kindergartens located in Kayapınar, Bağlar and Sur central districts of Diyarbakır province, as well as 30 preschool teachers and 6 school administrators working in these institutions. Within the scope of the document review, three different official independent kindergartens will be the first of the 2022-2023 academic year. the minutes of the parent-teacher meetings of the semester and the minutes of the teachers' board meetings at the beginning of the year were selected as documents. In this research, criteria and maximum sampling methods were preferred together in the sampling process. As a data collection tool, semi-structured interview forms developed by the researcher and the document examination technique were used together. In the study, content analysis technique was used in the analysis of document data with the answers given by the participants to semi-structured interview questions. As a result of the research, it was found that parents have more expectations about the educational process than teachers, have more expectations about managerial skills than school administrators, and have more expectations about the field of social and emotional development from their children. The result was obtained that teachers have more expectations from parents about supporting the child's development process, have more expectations from school administrators about their managerial skills, and have more expectations from children about the field of social and emotional development. It was concluded that school administrators have more expectations from parents about supporting the child's development process, have more expectations from teachers about their professional characteristics, and have more expectations from children about the field of social and emotional development. It has been found that parents, teachers and school administrators have similar expectations about more social and emotional development areas for children. Finally, when the expectations of parents, teachers and school administrators were examined, it was found that the socioeconomic status of schools showed changes in parental expectations, and their expectations from their children did not show any changes. When the expectations of teachers from parents were examined, it was concluded that the socioeconomic status of schools showed changes in the expectations of teachers, and their expectations from school administrators and children did not show any changes. When the expectations of school administrators from parents, teachers and children were examined, it was concluded that the socioeconomic status of schools did not show any change in the expectations of school administrators.