ASSESSMENT OF THE RELATIONSHIPS BETWEEN PARENTS AND TEACHERS: VALIDATION AND RELIABILITY STUDY THE PARENT-TEACHER RELATIONSHIP SCALE

Bu çalışmanın amacı, Vickers ve Minke (1995) tarafından geliştirilen Ebeveyn-Öğretmen İlişkisi Ölçeğini (PTRS) Türkçe'ye adaptasyonu ve geçerlik ve güvenirlik çalışmasıdır. Ebeveyn-Öğretmen İlişkisi Ölçeği (PTRS) ebeveyn öğretmen arasındaki ilişkinin kalitesini öğretmenlerin ve ebeveynlerin bakış açılarıyla değerlendirmek için tasarlanmış, katılma ve iletişim olarak iki alt boyutu olan 24 maddelik bir ölçektir. Mevcut araştırmada katılımcıları Kırşehir il merkezinde okul öncesi eğitime devam eden 150 çocuğun ebeveynleri ve öğretmenleri oluşturmaktadır. Çocukların yaşları 3 yaş ile 6 yaş arasında değişmektedir (M= 4.84, SD= .75). Öncelikle ölçek Türk kültürüne ve diline adapte edilmiş, geçerliği doğrulayıcı faktör analizi ve %27'lik üst grup alt grup farklılığı ile ölçülmüştür. İç güvenirlik Cronbach alpha ile tespit edilmiştir. Doğrulayıcı faktör analizi sonuçları ölçeğin orijinal versiyonunda olduğu gibi iki faktörlü model olduğunu göstermişir. Doğrulayıcı faktör analizi hem ebeveyn (?2= 351.442 (p < .001), CFI= 0.90, RMSEA= .08 (.07 to .10 90% CI), ve SRMR = .06. hem öğretmen ölçeği için (?2= 401.805 (p < .001), CFI= 0.90, RMSEA= .08 (.06 to .08 90% CI), ve SRMR = .08. iki faktörlü bir model ortaya çıkarmıştır. Mevcut çalışmada analizler Ebeveyn-Öğretmen İlişkisi (PTRS) ölçeğinin Türk ebeveynleri ve öğretmenleri için geçerli ve güvenilir bir ölçme aracı olduğunun sonucunu göstermektedir

EBEVEYN-ÖĞRETMEN İLİŞKİLERİNİN DEĞERLENDİRMESİ: EBEVEYN-ÖĞRETMEN İLİŞKİ ÖLÇEĞİNİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

This study aims to adapt Parent-Teacher Relationship Scale (PTRS), which was developed by Vickers and Minke (1995) to Turkish and conduct the reliability and validity analyses. The PTRS is a 24-item scale that is designed to assess the quality of the relationships between parents and teachers from their perspectives on two subscales; Joining and Communication. We recruited 150 preschool children’s parents and teachers for the current study from the city of, Kırşehir, Turkey. Children’s age ranged from three to six (M= 4.84, SD= .75). Firstly, the PTRS was adapted to Turkish language and culture. The validity of the scale was measured by Confirmatory Factor Analysis and the difference between the Upper %27 and Lower %27 groups. The internal reliability of the scale was calculated by Cronbach's alpha method. The results of the Confirmatory Factor Analyses showed that the scale has a two-factor structure as in the original version. The CFA model for parent report confirmed that there is a 2-factor model (χ2= 351.442 (p < .001), CFI= 0.90, RMSEA= .08 (.07 to .10 at 90% CI), and SRMR = .06. The CFA model for teacher report also confirmed that there is a 2-factor model (χ2= 401.805 (p < .001), CFI= 0.90, RMSEA= .08 (.06 to .08 at 90% CI), and SRMR = .08. The analyses showed that the PTRS is a valid, reliable tool for Turkish parents and teachers

___

Ahmetoğlu, E., & Acar, İ.H. (2017). Parents’ Satisfaction with Their Children’s Educational Experiences http://dx.doi.org/10.7827/TurkishStudies.11550 Childhood Period, Turkish Studies, 12(6), DOI:

Akay, Y.& Küçükkaragöz, H. (2014). Aile katılımlı performans görevlerinin ilköğretim 5. sınıf öğrencilerinin matematik dersi erişi ve tutumlarina etkisi. Turkish Studies, 9(5), 47-66.

Barge, J. K. & Loges, W. E. (2011). Parent, Student, and Teacher Perceptions of Parental Involvement. Journal of Applied Communication Research, 31(2), 140-163. http://dx.doi.org/10.1080/0090988032000064597

Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press.

Dawson, A. E., & Wymbs, B. T. (2016). Validity and Utility of the Parent-Teacher Relationship Scale-II. Journal of Psychoeducational Assessment, 34(8), 751–764. http://doi.org/10.1177/0734282915627027

Fan, X., & Chen, M. (2001). Parent involvement and students’ academic achievement: A meta- analysis. Educational Psychology Review, 13, 1-23.

Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school- aged children. School Psychology Quarterly, 20, 371-402.

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s Education? Review of Educational Research, 67, 3-42.

Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303-320.

Kağıtçıbaşı, Ç. (2012). Family, self, and human development (3rd edition). Koc University Publishing, Istanbul, Turkey.

Kim, E. M., Minke, K. M., Sheridan, S. M., Koziol, N., Ryoo, J. H., & Rispoli, K. M. (2012). Congruence within the parent-teacher relationship: Associations with children’s functioning (CYFS Working Paper No. 2012-2). Retrieved from the Nebraska Center for Research on Children, Youth, Families and Schools website: cyfs.unl.edu

Kohl, G. O., Lengua, L. J., McMahon, R. J., & Conduct Problems Prevention Research Group. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501- 525.

Lawson, M. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38, 77-133.

Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (6th ed.). Los Angeles, CA: Author.

Serpell, Z. N., & Mashburn, A. J. (2012). Family-school connectedness and children’s early social development. 9507.2011.00623.x Development, 21(1), 21–46. http://doi.org/10.1111/j.1467

Sheldon, S. (2003). Linking school-family-community partnerships in urban elementary schools to student achievement. The Urban Review, 35, 149-165.

Sheridan, S. M., Bovaird, J. A., Glover, T. A., Andrew Garbacz, S., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41(1), 23–46. http://doi.org/10.1016/j.jsp.2016.12.002

Sheridan, S.M., Knoche, L.L., Edwards, C.P., Bovaird, J., Kupzyk, K.A. (2010). Parent engagement and school readiness: Effects of the Getting Ready Intervention on preschool children’s social-emotional competencies and behavioral concerns. Early Education and Development, 21, 125– 156. Doi:10.1080/10409280902783517

Sheridan, S. M., & Moorman Kim, E. (2015). Processes and pathways of family-school partnerships across development. Springer International Publishing. DOI: 10.1007/978-3-319-16931-6

Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.

Vickers, H. S., & Minke, K. M. (1995). Exploring parent-teacher relationships: Joining and communication to others. School Psychology Quarterly, 10, 133-150.

Yapıcı, Ş. (2010). Türk Toplumunda Aile ve Eğitim İlişkisi. Turkish Studies, 5 (4), 1544-1570.

___