Analyzing Turkish Parents Educational Expectations through the Lens of Curriculum Elements

This study aims to reveal the educational expectations of parents whose children attend primary, secondary, and high school by using the phenomenology from qualitative research designs. In order to ensure the representation of the study group with different demographic variables, the maximum variation sampling method was used to select 15 participants according to both their occupational background (unemployed, worker, civil servant, private sector, and white collar) and the education level of the participant parents. Data were collected through semi-structured interviews and analyzed using content analysis. The findings were divided into five main themes: a) the general expectations, b) the expectations from the purpose, c) content, d) process, and e) evaluation of education. The parental expectations highlighted in the study are: a) developing psychomotor skills, b) reducing class sizes, c) improving educational experiences, d) increasing stakeholder participation, e) addressing insufficient class hours, f) reducing inefficiency in classes, g) reducing curriculum density, h) increasing course variety, i) improving school facilities, j) rethinking attendance requirements, k) questioning the necessity of grade 12, l) prioritizing student happiness, and m) challenging the exam system. This study shows what kind of approach parents expect from their children in the context of the purpose, content, process and evaluation of education. Parents generally favor a well-rounded educational approach that nurtures academic, moral, emotional, and social growth. However, this preference often clashes with the exam-driven national system, creating a gap between parental hopes and institutional constraints. This study emphasizes the need for a system that better aligns with the needs of both students and parents, offering recommendations for teacher training, curriculum revisions, and student-centered assessments. Policy makers and educators should consider parental expectations to accurately assess the student population and structure educational processes to align with the goal of socializing individuals.