SCHOOL ATTACHMENT LEVELS OF GENERAL AND IMAMHATIP SECONDARY SCHOOL STUDENTS

Abstract

Attachment to the school is a concept that means identification of the student with the school, development of a sense of belonging to the school, proud of the school, feeling safe in school, acquiring positive communications and relationships with teachers and friends at the school. Nowadays, attachment to school seems to be a worthwhile subject considering that it has an important role in the success of the student establishing a connection with school, teachers and even with friends. The main purpose of studying in this framework is to compare general and religious vocational (İmam Hatip) secondary schools and to examine the level of attachment to the schools in terms of some variables. This study, which was conducted in accordance with descriptive survey model, was conducted on 370 students selected from Fevzipaşa Secondary School (N:124) , Dumlupınar Secondary School (N:122) On Beş Temmuz Şehitler Anatolian İmam Hatip Secondary School(N:124) in the spring semester of 2016-2017 “Attachment Scale for Children and Adolescents (OBÖ-ÇE)” was used as the data collection tool in the research. Statistical analysis of data was performed by one-way analysis of variance (Anova) and T Tests. The reliability value of the study (Cronbach Alpha) attachment scale was found 0.883. As a result of the calculations, the lowest score of the sample of the attachment level is 13, and the highest score is 65. It has been examined whether there is any difference between variables such as class and age in the study. A statistically significant difference was found between the level attachment to the study and age and class variables in the study, and no significant difference was found between school type and gender variables It is seen that the concept of attachment has attracted a great deal of attention in studies that have recently examined the developmental steps of the humans. Bowlby, one of the theorists who developed this conception, has defined the attachment as a strong emotional connection that people develop towards the people they consider important to them. While studies focusing on developmental period related to children are focusing on behavioral aspect of attachment, the studies focusing on adolescence and adulthood period are focused on emotional-cognitive aspect of attachment. It is possible to say that adolescence is a transitional period in terms of attachment. Attachment plays an essential role in adolescence period when the adolescent copes with new situations. Attachment to family and friends during adolescence period are the two important issues. (Morsünbül ve Çok, 2011). Besides the attachment to parents and friends during adolescence period, the attachment to school can also be added as a third important issue. Because school is the place where children spend most of their time in adolescence period.Attachment to school is generally defined as the emotional bond developed towards the school (Hill and Werner, 2006). Again, attachment to the school is a belief that the learner is considered and valued by others as a part of the school (Samdal, Wold and Bronis, 1999; Roeser, Midgley and Urdan, 1996); it is defined as a basic psychological need in terms of sense of belonging to the group. (Osterman, 2000). Surveys conducted in this direction, even though there has not been encountered to the studies towards religious education in private and attachment relationship, the studies which are expressing that the choosing the school, attachment to teacher and choosing a good friend will contribute to the students on the scientific way and which are making the emphasize to the attachment to school are seen in existence in the Islamic education tradition. For example, according to Imam Burhaneddin Ez-Zernûci, the expressions that are emphasizing that a student should not rush in the selection of a teacher are used: "Think two months about choosing a teacher, consult in counseling so that you do not feel the need to leave that teacher and you persist in his lecture ring. Thus, the knowledge you learn will be fertile, and you will benefit greatly from the information you obtain "(Zernuci, 1993). Leaving a student's choice of teacher to himself / herself predicates the attachment to a teacher. Also, the school where the chosen teacher works is at the important point for the student. In this respect, students want to continue their education in a school with a positive climate that will improve their sense of love and attachment to be a successful student. This, attendantly, indicates that religious education has important aspects that provides the attaching to the school. In conclusion, it is concluded that the concept of attachment to the school, which is an important factor in the prediction of variables related to general well-being of children and adolescents, is being studied in a limited number of studies in our country despite the fact that it is addressed in a number of researches abroad but not particularly in terms of religious education and reading attachment. The adaptation of the School Attachment Scale for Children and Adolescents (OBÖ-ÇE) to Turkish was carried out by Savi (2011) in order to assist in this realise. Despite the fact that so far students in general middle school have been investigated for their level of attachment to the school so far, no research has been found to examine the attachment levels of students in the imam hatip' middle schools. In this respect, it is thought that in comparison with general middle schools, imam-hatip middle schools can contribute to the literature of religious education by examining whether the tradition of Islamic education is also emphasized. Purpose of Research The main purpose of this study is to show whether the attachment levels of the general and imam-hatip middle school students significantly differed in terms of school types, gender, class and age variables. Method Research Design This research has been developed in accordance w

Özet

Okula bağlanma, öğrencinin okuluyla özdeşleşmesi, okuluna ait olduğu duygusunu geliştirmesi, okuluyla gurur duyması, kendisini okulda güvende hissetmesi, okulda öğretmen ve arkadaşları ile olumlu iletişim ve ilişkiler kazanması vb. anlamda kullanılan bir kavramdır. Günümüzde öğrencinin okul ve öğretmenle hatta arkadaşla bir bağ kurmasının, başarısında önemli bir role sahip olduğu düşüncesiyle okula bağlanma çalışılmaya değer bir konu olarak görülmektedir. Bu çerçevede çalışmanın karşılaştırılarak bazı değişkenler açısından okula bağlanma düzeylerini incelemektir. Tarama modeline uygun olarak gerçekleştirilen bu çalışma, Gümüşhane'de Fevzi Paşa Ortaokulu (N=124), Dumlupınar Ortaokulu (N=122) ve On beş Temmuz Şehitler Anadolu İmam Hatip Ortaokulu (N=124)'nda, 2016-2017 öğretim yılı bahar döneminde öğrenim gören öğrencilerden seçilen 370 öğrenci üzerinde yapılmıştır. Araştırmada veri toplama aracı olarak "Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği (OBÖ-ÇE)" kullanılmıştır. Verilerin istatistiksel analizi, Tek Yönlü Varyans (Anova) Analizi ve T-Testi testleri ile yapılmıştır. Çalışmada okula bağlanma ölçeğine ilişkin güvenilirlik (Cronbach Alpha) değeri 0.883 olarak bulunmuştur. Bu hesaplamalar neticesinde örneklemin okula bağlanma düzeylerinin en düşük puanı 13, en yüksek puanı 65'dir. Çalışmada öğrencilerin okula bağlanma düzeyleri ile okul, cinsiyet, sınıf ve yaş gibi değişkenler arasında farklılaşma olup olmadığı incelenmiştir. Araştırmada okula bağlanma düzeyi ile yaş ve sınıf değişkenleri arasında istatiksel açıdan anlamlı bir farklılaşma tespit edilmiş, okul türü ve cinsiyet değişkenleri arasında ise anlamlı farklılaşma tespit edilememiştir