Volume 9, Issue 43 (12-2021)
2021, __(43): 316-334 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mahboubeh Soleimanpouromran M S. The Relationship between Equal Educational Opportunities with Quality of School Life and School Belonging with the Mediating Role of School Culture in High School Teachers. Journal title 2021; 9 (43) : 14
URL: http://erj.khu.ac.ir/article-1-789-en.html
URL: http://erj.khu.ac.ir/article-1-789-en.html
Assistant Professor, Department of Educational sciences, Islamic Azad University, Bojnourd, Iran , soleymanpour@bojnourdiau.ac.ir
Abstract: (6494 Views)
The purpose of this study was to investigate equal educational opportunities in school quality of life and the feeling of belonging to school with the mediating role of school culture among the teachers of Shirvan secondary schools. The research method was descriptive-correlational and the statistical population consisted of all the teachers of Shirvan girls' schools (291 persons), 165 were selected by simple random sampling. 1) Williams & Button School Quality of Life Questionnaire (1981); School Feelings Questionnaire (Barry, Betty & Watt 2004) and Alexander & Sad School Culture Questionnaire (1997). And its reliability with Cronbach's alpha coefficient for equal educational opportunities / 8126, for 0 quality of school life 0.8786, for school belonging feeling 0.8271, and 8321/0 school culture, respectively. Data were analyzed using descriptive and inferential statistics (Kolmogorov-Smirnov normal distribution test, Pearson correlation test, linear regression test and structural equations) using SPSS software version 19 and LISREL 18 software. The results showed that there was a significant relationship between variables of equal educational opportunities and school culture and quality of school life and correlation coefficient between educational equality opportunities and quality of school life was 237, respectively. The coefficient of correlation between equal educational opportunities and school culture is 0.221 and the correlation coefficient between school culture and quality of school life is 0.379. There was a significant relationship between the variables of equal educational opportunities and school culture and feeling of belonging to school. Correlation coefficient between educational equality of opportunity and feeling of belonging to school equals 0.403, respectively. Equal education and school culture equals 0.221 and the correlation coefficient between school culture and school belonging is 0.280. In total, these two variables in the second step were able to explain moderately 74.19% of the variance in the feeling of belonging to school. This confirms the mediating role of school culture.
Article number: 14
Keywords: school culture, quality of school life, equal educational opportunities, school belonging
Type of Study: Research Paper |
Subject:
Educational Programing
Received: 2020/03/2 | Revised: 2023/11/21 | Accepted: 2022/04/30 | ePublished: 2022/05/13
Received: 2020/03/2 | Revised: 2023/11/21 | Accepted: 2022/04/30 | ePublished: 2022/05/13
References
1. Moore Johnson. S., Kraft. M. A., & Papay. J. P.2011. How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement. Project on the Next Generation of Teachers Harvard Graduate School of Education, 1-51. Available in: www.gse.harvard.edu/. [DOI:10.1177/016146811211401004]
2. Park K.E. Parks.2000. Text book of Preventive and Social Medicine. 16th ed., M/S Banarasi Das publishers.
3. Shaaria, A., Yusoff, N. M., Izam M G., Osmand, R., & Dzahir N. F.2104. The relationship between lecturers teaching style and academic engagement. Social and Behavioral Sciences. 118, 10 - 20 [DOI:10.1016/j.sbspro.2014.02.002]
4. Nyamubi, G. J. (2017). Determinants of Secondary School Teachers' Job Satisfaction in Tanzania. Education Research International, 2017 [DOI:10.1155/2017/7282614]
5. Gunuc, S., & Kuzu, K., (2015). Confirmation of campus-class-technology model in student engagement: A path analysis. Computers in Human Behavior, 5(4), 114-125. [DOI:10.1016/j.chb.2015.01.041]
6. Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of classroom environment, school engagement, and academic achievement.AmericanEducationalResearchJournal, 47(3), 633-662. [DOI:10.3102/0002831209361209]
7. Wang, M., Eccle. (2013). "School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective". Learning and Instruction, 28(3):12-23. [DOI:10.1016/j.learninstruc.2013.04.002]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
