Manager teacher family communication and cooperation tool validity reliability study and examination of the communication and cooperation between manegers, teachers and families in preschool organizations from the perspective of manager teacher family

This study was performed with the purpose of performing the validity-reliability study of the ?Manager Teacher Family Communication and Cooperation Tool? and to examine the communication and cooperation between the managers and teachers in preschool organizations and families from the perspective of managers and teachers and the families with children attending preschool organizations. The universe of research was constituted by the managers and nursery class teachers of the kindergartens within elementary schools at the lower and upper socio-economical levels and by the families whom children were going to nursery classes in these institutions.The sample of survey consists of 69 managers, 240 kindergarten teachers, and 1200 families which were selected under the assumption of Simple Random Sampling as per frequency, sensitivity, and size of population. In addition, because each kindergarten teacher filled forms for 5 families the number of teacher forms became 1.200.As the data collection vehicle in the survey, were used the ?Manager Personal Information Form?, ?Teacher Personal Information Form?, and ?Family Personal Information Form? which include the questions regarding demographical parameters. In order to make comparison depending on the variables three forms were established by the researcher and used in the field. These are ?Manager, Teacher, and Family Communication and Co-operation Tool (Manager Form)?, ?Manager, Teacher, and Family Communication and Co-operation Tool (Teacher Form)?, and ?Manager, Teacher, and Family Communication and Co-operation Tool (Family Form)?.Validity and reliability analyzes and comparisons depending variables were made by using the data obtained from being used of ?Manager, Teacher, and Family Communication and Co-operation Tool (Manager Form)?.Explanations of the information obtained from the ?Personal Information Forms? were shown in the tables by frequency and percentage.As the validity ? reliability tests of the scales, their ?Factor Analysis? and ?Cronbach Alpha? coefficients were calculated. If the tool scores had a normal distribution in the comparisons of double groups then the ?Student t? parametric test was used, otherwise (i.e in case of non-normal distribution) ?Mann-Whitney U? test was used. As per the comparisons made in three or more groups, if the distribution had normal distribution ?Anova? test was used as parametrical test, otherwise ? Kruskall-Wallis? test was used. Significance level was accepted as 0.05 in the evaluation of applied tests.At the end of research, it was detected that;When the Manager Teacher Family Communication and Cooperation Tool (Managers? From) is studied, it is seen that factor load values are accumulated on a single factor, and the factor load values of the items in the tool consisting of 12 items equal to or greater than 0.257. When the internal consistency is calculated with Cronbach Alpha formula, which is the extended form of Kuder Richardson 20; and found as 0.892 that means a powerful internal consistency. Reliability coefficient of the Manager Teacher Family Communication and Cooperation Tool (Teachers? Form) consisting of 56 items was calculated as 0.982. Reliability coefficient of the Manager Teacher Family Communication and Cooperation Tool (Family-Teacher Form) consisting of 62 items was calculated as 0,982. It was calculated that the factor load values of the items of Manager Teacher Family Communication and Cooperation Tool (Family-Manager Form) consisting of 13 items equal to or greater than 0.610 was calculated with Cronbach Alpha formula, which is the extended form of Kuder Richardson 20, (namely 0.948); and it was seen that it had a strong nternal consistency.As per the viewpoint of managers regarding their relations with the families there is a statistically significant difference by the age groups (p<0.05) but not by the education and socio-economical status (p>0.05).As per the viewpoint of teachers regarding their relations with the families there is a statistically significant difference by their age groups, educations, seniority status, whether having or not having course on the importance of training of families, and their socio-economical status (p<0.05).As per the viewpoint of families regarding their relations with teachers there is a statistically significant difference by their working conditions, occupation, satisfaction level from the studies of ?school ? family co-operation?, and socio-economical status (p<0.05) but not by the age groups and education (p>0.05).As per the viewpoint of families regarding their relations with the managers there is a statistically significant difference by their working conditions, occupation, education, satisfaction level from the studies of ?school ? family co-operation?, satisfaction level from the studies of ?Family Participation?, and socio-economical status (p<0.05) but not by the age groups (p>0.05).Key Words: Pre-School Education, Communication, Co-operation, Family Participation