Examining the Effect of Parent Participation on Teacher Motivation

Veli Katılımının Öğretmen Motivasyonuna Etkisinin İncelenmesi

Abstract

This research aimed to examine the effect of parent participation on teacher motivation according to teachers' opinions. Relational screening model was used as the research method. According to the research results; Parental participation and teachers' professional motivation perception levels were above average. Again, teachers' perceptions of professional motivation and parental involvement differ between men and women; It was revealed that it did not change according to undergraduate and graduate degrees. On the other hand, the difference between the arithmetic averages of teachers' professional motivation and professional experience groups was found to be statistically significant, and as a result, it was concluded that the professional motivation perception of teachers with 1-10 years of experience and over 31 years was higher than the group with 11-20 years of experience. The difference between the arithmetic averages of parent participation and professional experience groups was not found to be statistically significant. Additionally, it was revealed that both the professional motivation and parental involvement of teachers working in primary schools were higher than those of teachers working in secondary schools. Again, there is a significant, moderate and positive relationship between the professional motivation of the teachers within the scope of the research and their perception levels of parent involvement. Finally, it is understood that teachers' perceptions of parent involvement significantly and positively predict their perceptions of teaching professional motivation. In other words, a 100-unit increase in teachers' parental involvement increases their perception of teaching professional motivation by 31.6%.