Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kelly‐Ann Allen, Shannon McCarthy, Rania Sawalhi, Emily Berger, Fiona May, Lefteris Patlamazoglou, Nicholas Gamble, Christine Grové, Gerald Wurf, Elisa Jones Arango, William Warton, Andrea Reupert
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引用次数: 0

Abstract

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging.
卡塔尔学校的学校归属导航:对学生观点的混合方法研究
学校归属感对青少年的成长至关重要,但在卡塔尔,有关如何提高学生学校归属感的研究却十分有限。本研究以 116 名卡塔尔中学生为对象,探讨了学生对教师和学校如何提高其学校归属感的看法。学生们回答了一项调查,其中包括开放式问题和一个描述性量表,该量表测量了在远程学习、面对面学习或所有时间(两者)中既定归属感策略的有用性。调查发现,教师的鼓励和支持在任何时候都有用,而课间休息时的学校活动和交朋友的机会只有在校内学习时才有用。通过采用归纳和演绎编码的混合定性方法对开放式回答进行研究,发现教师层面和学校 层面各有两个总体主题,并由几个次主题加以界定。教师层面的归属感实践包括教师对学生的关爱和支持,以及教师将学生视为人。学校层面的归属感实践包括学生参与和积极支持的学校环境。对卡塔尔学生而言,优先考虑支持性的师生关系,引入促进尊重、公平和安全环境的政策,以及提供鼓励同伴联系的全校性课外活动等做法,对于培养他们的学校归属感非常重要。
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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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