Investigating the Contribution of Parent-Teacher Associations to Schools Based on Teachers’ Perspectives

Abstract

This study investigates the contributions of parent-teacher associations (school-parent unions) to schools based on teachers’ perspectives, employing a qualitative research design. Semi-structured interview forms were administered to 15 teachers working at seven schools of different levels located in the central and Gölyaka districts of Düzce province. The collected data were analyzed using content analysis. Audio recordings and notes obtained during the interviews were transcribed and coded, and subsequently categorized into codes, categories, and themes. Direct quotations from the interviews were incorporated into the study to enhance the credibility of the findings. During the analysis of the data collected from teachers, the statements were grouped into categories and then subjected to further analysis. The findings revealed that school-parent unions could not contribute to schools at the desired level, primarily due to communication deficiencies. In light of this, it is suggested that school administrators should strengthen communication between teachers and parent-teacher associations in order to foster stronger school-community relations. Meetings and discussions should be organized, and teachers’ opinions should be taken into account in the planning and cooperation processes with parent-teacher associations. Furthermore, parents should be involved in school administration and motivated to participate. The significance of education should be emphasized within the community, active community participation should be encouraged, and the process should be carried out collaboratively.