Teacher and Parent Participation in Schools in the Context of Neoliberal Participation and Democratic Education Principles

This research aims to determine the views, participation levels, and rationale of teachers and parents regarding school decision-making processes. Data obtained from semi-structured interviews were analyzed using a descriptive phenomenological approach and within the context of democratic education principles. School management's attitudes primarily shape participation. While teachers engage more in areas of personal interest and expertise, they tend to avoid participation when it results in an increased workload. Additionally, professional experience and internal communication dynamics are key factors influencing their involvement. Parental participation remains largely child-centric, focusing on individual problems and limited to formal meetings or parent-teacher association activities. A significant finding is that participation is often reduced to financial contribution, creating confusion between democratic involvement and the financial expectations driven by neoliberal processes. In conclusion, it is recommended that a fair and equitable participation environment be established in schools, and that structures that develop awareness of rights and responsibilities be prioritized. Furthermore, it is emphasized that the need for genuine democratic participation in schools should not be confused with the financial participation processes imposed by neoliberal policies.