Parent Attitudes and Behaviors Affecting Teacher Motivation

Abstract

The aim of the study was to determine the attitudes and behaviors of parents that positively or negatively affect teachers' motivation based on their perceptions. The research was conducted using a case study methodology on 19 teachers working in public secondary schools in Karatay district of Konya, Turkey. The data were collected through semi-structured interviews and analyzed using content analysis. The study group was determined according to the maximum diversity sampling method. As a result of analysis, six parental behaviors that increase or decrease teachers' motivation were identified: recognition and appreciation, involvement and support, communication, trust in teacher expertize valuing holistic development, and support in terms of resources and materials. Teachers observed that their motivation increased when parental attitudes and behaviors aligned with their expectations and decreased when they did not. Based on the results, two recommendations were made: (1) schools should see parents as equal partners, and (2) schools should initiate parent involvement practices that will ensure appropriate behaviour without waiting for parents' appropriate behaviour.