Father involvement in education is an important issue which is emphasized in father-related research. Results of father involvement in education are positive in terms of fathers, children and school. Through involvement in their children’s education, fathers positively affect their children’s educational process, improve their fathering skills, lead positive mother-child relations and help schools to fulfill their responsibility in terms of involving parents to their children’s education (Badalament, 2008; Blendis, 1982; Gadsen & Ray, 2003;Ishii-Kuntz,1995; McBride,1988;  McBride & Mill,1993; Minessota Fathers & Families Network, 2011; Nord & West, 2001; US Department of health and Human Services, 2000).

Although these positive research results which indicate consistently positive outcomes of father involvement in education, fathers cannot be recruited by schools as much as mothers. There are many different and possible reasons that increase or decrease fathers’ involvement in their children’s education. For instance, fathers’ higher educational levels, high identification with their fathering role, beliefs that their involvement will make a real differences, highly supportive spouses and low level of depression as well as fathers’ regular engagement in family activities either at home or out of the home are some personal factors that increases their involvement in their children’s education (US Department of Health and Human Services, 2004; Roggman, Boyce, Cook & Cook, 2002).

Personal factors which affect fathers’ involvement to education cannot be manipulated but the effect of these factors may be decreased or eliminated by educational programs that children are belong to. Because of being the first formal educational setting in the children’s and their family’s lives, early childhood education programs have core responsibilities in order to involve fathers and help them to learn how to involve children’s educational processes. Therefore, efforts of early childhood education programs to involve fathers into their children’s education are important (Güngörmüş, Kefi & Girgin, 2007; US Department of Health and Human Services, 2004). Teachers and their ideas related to father involvement also is important for schools to increase father involvement.

Especially early childhood education programs are female dominated and although parent involvement is emphasized by many early childhood programs and teachers as a core part of the education, they equate parent involvement with mother involvement and they miss the other important figure in the family, fathers (Abble-Boone, 1993; McBride & Rane, 1997; Polmanteer & Turbiville, 2000; Sparling, Berger & Biller, 1992). This is the result of teachers’ attitudes to father involvement and their knowledge about the importance of father involvement and factors influence fathers’ involvement. Teacher attitudes towards father involvement and their knowledge about the importance of father involvement is out of the content of this study, rather this study interested in the level of teachers’ awareness related to factors influencing fathers’ involvement. Therefore, the purpose of this study is to gather information about teachers’ views related to factors that influence fathers’ involvement.  

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