Okul Öncesi Öğretmen Adaylarının Aile Katılımına Yönelik Tutumları ile Aile Katılımına Yönelik Bariyer Algıları Arasındaki İlişki

Purpose: The present study aimed to examine the relationship between pre-service pre-school teachers’ attitudes towards family participation and their barrier perception towards the participation. More specially, this study attempted to answer the following questions: (a) Are pre-service teachers’ attitudes towards family participation and barrier perceptions differ according to their demographic characteristics (parents’ education status, having taken any lessons for family participation, receiving pre-school education)?, (b) Is there a significant relationship between pre-service teachers’ attitudes towards family participation and their barrier perception towards family participation? Method and Materials: This study is a descriptive research conducted in relational survey model. In the present study, the relationship pre-school pre-service teachers’ attitudes towards family participation and family participation barrier perceptions was examined. 284 pre-service teachers attending the Preschool Teaching program participated in the study. In the study, the Personal Information Form, Attitude Scale Towards Family Participation, and the Family Participation Barrier Perception Form were used. Results: According to the first finding obtained from the study, there is no significant difference in the attitudes towards family participation and barrier perceptions of family participation of pre-service teachers who have taken family participation course in undergraduate education and those who have not yet taken family participation course. Teacher candidates’ attitudes towards family participation and barrier perceptions do not show a significant difference according to the education level of the mother. While the father’s education level does not make a significant difference in the barrier perceptions of teacher candidates towards family participation, it does create a significant difference in attitudes towards family participation. According to another finding obtained from the study, the attitudes of teacher candidates who have received pre-school education towards family participation are significantly higher than those who have not received preschool education. As the second conclusion, as the positive attitude towards family participation increased, the barrier perception towards family participation decreased; similarly, as the barrier perception towards family participation increased, the positive attitude towards family participation decreased.