The Investigation of Primary School Students’ Perception of Quality of School Life and Sense of Belonging by Different Variables

Autori:

Ramin ALIYEV, Erhan TUNC

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 164-182

How to cite this article:

Aliyev, R., Tunc, E. (2015). The Investigation of Primary School Students’ Perception of Quality of School Life and Sense of Belonging by Different Variables. Revista de Cercetare si Interventie Sociala, 48, 164-182.

Abstract:

The purpose of this study is to assess whether the perception of quality of school life and sense of school belonging to differs in public and private primary school students by school type, gender, grade level, family socio-economic status and parental education level. The participants of the study are composed of sixth, seventh, and eight grade students in public and private primary schools in the Province of Gaziantep during the 2011-2012 academic years. The participant sample included 650 students from nine school districts in the city of Sahinbey and Sehitkamil. The data was collected through the use of a personal information form prepared by the researcher, Quality of School Life Scale (QSLS), and School Sense of Belonging Scale (SSBS). The data analysis was done through descriptive statistics, t-test, and analysis of variance (ANOVA). According to the data analysis, while QSLS average sub-scale ranged from 3.13 to 3.91, the average total scores were 3.52. In terms of school type variable; QSLS subscale scores of the studentto- student communication and feelings of rejection in students who attended public school were significant; while teacher-to-student, feelings for school and sense of school belonging mean scores significantly differed in students who attended private schools. In terms of gender differences, the sense of school belonging and SSBS total scores significantly differed in favor of female students and feelings toward school significantly differed in favor of male students. As a result of the research, we can state that because there were significant differences between the different variables of school type, gender, and parents’ educational levels; the quality of school life and sense of school belonging can be affected by these variables.