Abstract
The aim of this multivariate study is to examine the role as a teacher played by the parents of preschool children in their education. The descriptive survey model, a form of quantitative research, was used in this study. The study’s population consisted of the parents of children aged 60-72 months attending official independent preschool education institutions affiliated to the Ministry of National Education in the Kars and Niğde provinces. The sample group consisted of 114 parents from the same provinces. The “Parent as Teacher Inventory” was used as a data collection tool and proof of its validity and reliability has been provided. The variables used to examine the parents as teachers were gender, age, father’s education level, and mother’s education level. While no significant difference found between the education levels of the fathers, a significant difference was found between those of the mothers. Furthermore, parents in all age groups demonstrated similar levels of participation in activities for their children’s education. The results of the study have been discussed in the light of the related literature and recommendations have been made accordingly, such as developing education programs that include teaching roles for parents. The limitations of the study, both practical and methodological, have been stated and information that could help future studies has also been shared.