Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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    Voices from the Field: What Do Turkish Students Suggest? A Socio-Ecological Study on School Belonging
    (Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2024-04-29) Akbaba Altun, Sadegul; Turan Bora, Hatice
    The study of school belonging has become increasingly important as the sense of belonging to school is a source of motivation that influences students' behaviour. This study aims to explore students' views on what society, principals, teachers, guidance counsellors, families and students should do to increase students' sense of school belonging. The study is a basic qualitative research. Eight hundred and seventy-six high school students from T & uuml;rkiye were asked to answer open ended questions about what school stakeholders should do to ensure that students feel a sense of belonging to school. This study found some different results compared to previous studies by revealing the expected behaviour of stakeholders outside the school, such as society and family. Belonging to school is highly complex and linked to some of society's most challenging problems and therefore needs to be examined within the school and its environment. For this reason, the research findings on what stakeholders should do to increase school belonging are presented within the framework of the socio-ecological systems model.
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    Relationship between Students&Apos; Sense of School Belonging with Principals&Apos; Perceptions of School Discipline, and Teachers&Apos; Perceptions of School safety in TIMSS 2019
    (CURRENT PSYCHOLOGY, 2024) Bora, Hatice Turan; Seheryeli, Merve Yildirim; Altun, Sadegul Akbaba
    This research is a predictive correlational study aimed at examining the relationship between students' sense of school belonging, principals' perceptions of school discipline, and teachers' perceptions of school safety. In this research, Turkiye data of the fifth and eighth-grade students in TIMSS 2019 used. The study included 3991 fifth-grade students from 180 different schools and 4077 eight grade students from 181 schools. This study used HLM analysis to determine whether students' school belonging could be predicted by teachers' perceptions of school safety and principals' perceptions of school discipline using nested, hierarchical data. The first hypothesis of the study aims to examine whether students' school belonging differs within and among schools. According to the results of the study, the school belonging of fifth and eighth grade students differs among schools. The second hypothesis analyzed whether science and mathematics teachers' perceptions of school safety predicted student belonging levels. In the study, it was inferred that only eighth grade science teachers' perceptions of school safety significantly predicted their students' belonging levels. The third hypothesis analyzed whether principals' perceptions of school discipline predicted student belonging levels. It was observed that principals' perceptions of school discipline did not predict the belonging levels of students. In the last hypothesis of the study, it was examined whether science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together predicted students' level of belonging to school. It was detected that science and mathematics teachers' perceptions of school safety and principals' perceptions of school discipline together did not predict students' level of belonging to school.