Benefits of Parental Involvement Activities in the Preschool Period: A Comparison of Teacher and Father Views

Abstract

The purpose of this study is to determine and compare the views of teachers and fathers on father involvement and the benefits of parental involvement activities in the preschool period. The sample included 23 preschool teachers employed at public and private schools in Turkey's capital of Ankara, and fathers of 53 children in these teachers’ classrooms. This study is based on qualitative research that used an interview form to obtain data which is analyzed through content analysis. The findings of this study yield the deduction that both educators and paternal figures harbor the perception that parental involvement endeavors predominantly draw the attendance of mothers, with fathers exhibiting infrequent participation in such activities. The main reasons for fathers’ lower attendance rates for these activities are found to be working schedule and unsuitable working hours of the fathers. According to both the teachers and the fathers children are happy in terms of the benefits of parent involvement activities for the children, the family gains awareness about their child and improves itself in terms of the benefits for the family, and these activities provided easiness of communication and problem-solving with families in terms of the benefits for the school and the teacher.