Examination of parents' perception of school climate and family participation according to their children's education levels

The two main foci of this study are family involvement, which refers to parents' behaviors in home and school environments to support their children's educational progress, and school climate perception, which refers to familiarity with norms, beliefs, and relationships at school. The study was conducted on the parents of students from different grade groups in a private school. In this way, the aim of the study is to examine the relationship between parents' perceptions of school climate and family involvement according to some variables. In the study, survey technique, one of the quantitative research methods, was used in the relational survey model. The sample of the study consists of 235 parents whose children study in one of the private schools in Çankaya district of Ankara. Data were obtained with the Family Involvement Scale and Parent Perception of School Climate Scale. The data obtained were analyzed with SPSS (Statistical Package for Social Sciences). When the correlation analyses between the scores of family involvement perception overall, school community cooperation, the role of the school, the role of the family, school climate perception overall, academic focus, achievement motivation, collaborative decision making, parental involvement, school building, school community relationship, school principal interest and sensitivity, student-teacher relationship, correlation relationships were not statistically significant (p>0.05). In addition, when the difference tests between the variables of age, cisniyet, the grade the student attends and the gender of the child and the sub-dimensions of family involvement and school climate perception were examined; it was seen that males scored higher than females in the collaborative decision-making dimension, and parents under the age of 40 had higher family involvement than those over the age of 40. When the differences between the variables of age, gender, the grade the student attends and the gender of the child were examined according to school climate perception; males scored higher than females in the collaborative decision-making dimension, while no difference was observed in the other sub-dimensions of school climate perception total, academic focus, achievement motivation, parental involvement, school building, school community relationship, school principal's interest and sensitivity, and student-teacher relationship. Parents under 40 years of age and above scored higher in the dimensions of parental involvement, school building, school community relationship, and student-teacher relationship. The parental involvement scores of parents in grades 1-4 were higher than those of parents in grades 9-12. Parents' school climate perception total, academic focus, achievement motivation, collaborative decision-making, school building, school community relationship, school principal's interest and sensitivity, student-teacher relationship scores do not differ significantly according to the grade the student attends.