mothers' lived experience of cooperating with teachers during the covid-19 pandemic

Aim:. the purpose of this study is to investigate mothers' experiences of collaborating with primary school teachers during the covid-19 pandemic. methods: this research employs a qualitative approach using a phenol-menological method. the study population consists of mothers of elementary school students from the academic year 2013-2014. sampling was purposive and included mothers who expressed their willingness to participate in interviews. through semi-structured interviews and data saturation, a final sample size of 25 participants was determined. the interview data was analyzed using paul ricoeur's three-step method, which includes raw reading (simple comprehension), structural analysis, and total interpretation. results: the findings of the research reveal three main themes and seven sub-themes. the main themes identified are learning facilitation, maternal supportive tasks, and supportive feedback. conclusion: the cooperation between mothers and teachers has led to enhanced communication and empathy, allowing mothers to gain insight into the complexities of teachers' jobs and the challenges they face. additionally, a mother serves as the first teacher and role model for her child. numerous studies indicate that effective communication between parents (especially mothers) and teachers positively impacts students' academic performance. establishing communication has helped mothers stay informed about their children's classroom and school-related issues, thereby strengthening and improving their education. another key finding is the importance of collaborative feedback. prior to the pandemic, families played a limited role in their children's education, as most learning and teaching activities occurred within the school. however, with the shift to online learning due to the pandemic, the roles of parents and mothers became significantly more prominent, transforming them into teaching assistants. this new role requires acquiring additional skills and competencies, and the more effectively this role is carried out, the higher the quality of the educational process will be aim:. the purpose of this study is to investigate mothers' experiences of collaborating with primary school teachers during the covid-19 pandemic. methods: this research employs a qualitative approach using a phenol-menological method. the study population consists of mothers of elementary school students from the academic year 2013-2014. sampling was purposive and included mothers who expressed their willingness to participate in interviews. through semi-structured interviews and data saturation, a final sample size of 25 participants was determined. the interview data was analyzed using paul ricoeur's three-step method, which includes raw reading (simple comprehension), structural analysis, and total interpretation. results: the findings of the research reveal three main themes and seven sub-themes. the main themes identified are learning facilitation, maternal supportive tasks, and supportive feedback. conclusion: the cooperation between mothers and teachers has led to enhanced communication and empathy, allowing mothers to gain insight into the complexities of teachers' jobs and the challenges they face. additionally, a mother serves as the first teacher and role model for her child. numerous studies indicate that effective communication between parents (especially mothers) and teachers positively impacts students' academic performance. establishing communication has helped mothers stay informed about their children's classroom and school-related issues, thereby strengthening and improving their education. another key finding is the importance of collaborative feedback. prior to the pandemic, families played a limited role in their children's education, as most learning and teaching activities occurred within the school. however, with the shift to online learning due to the pandemic, the roles of parents and mothers became significantly more prominent, transforming them into teaching assistants. this new role requires acquiring additional skills and competencies, and the more effectively this role is carried out, the higher the quality of the educational process will be