Opinions of education inspectors and primary school principals on teachers' ways to communicate with parents (case of Bolu)

The purpose of this study is to define the opinions of school administrators and education inspectors on primary school teachers' ways to communicate with parents. The population of this study includes 31 education inspectors working in Bolu and Düzce counties Merkez district and 34 school principals and 51 vice-principals working in 34 schools in Bolu county Merkez district. The study is carried out on the population without sampling. Descriptive survey method is used in this study. As a data collecting instrument, five point Likert scale developed by Coşkun (2010) "Primary School Teachers' Ways to Communicate with Parents Questionnaire" was used in the study. The collected data was analyzed using SPSS 15.00. To define the opinions of education inspectors and primary school administrators on the levels of significance and actualization, average and standard deviation analysis; to define the difference between the opinions of education inspectorsand primary school administrators on the levels of significance and actualization, one-way analysis of variance was used. T-test, one-way of variance and Tukey test was applied to define significant difference between the levels of significance and actualization in terms of demographic information. Education inspectors and primary school administrators consider primary school teachers' ways to communicate with parents as "important"; however, they think these are carried out "partially". The results show that there is a significant difference between the opinions of education inspectorsand primary school administrators on the levels of significance of ways to communicate in "home visits" and "socio-cultural activities" sub-dimensions. There is a significant difference between the opinions of education inspectorsand primary school administrators on the levels of actualization in all sub-dimensions. In the comparisons on levels of significance, there is a significant difference in "correspondence" sub-dimension for age variable, in "parent meetings" sub-dimension for gender variable, in "parent visits" sub-dimension for education variable, in "home visits" sub-dimension for years in currant school variable. There is no significant difference in other sub-dimensions. In the comparisons on levels of actualization, there is a significant difference in "correspondence", "parent visits" and "learning -informing" sub-dimensions for education variable and in "socio-cultural activities" variable for seniority in administration variable. However, there is no significant difference in significance and actualization levels for professional seniority and the number of attended seminars and courses on communication variables.