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Investigating the sense of belonging to the school in the post-corona era – The Case: Second year of elementary | ||
| توسعه برنامه درسی | ||
| Volume 2, Issue 3, August 2024, Pages 18-35 PDF (601.12 K) | ||
| Document Type: Original Article | ||
| DOI: 10.22080/dc.2024.26835.1071 | ||
| Authors | ||
| Mehdi Mohammadi1; solmaz khademi2; marziehe mesgarpoor3; parastoo nabiee4 | ||
| 1Associate Professor of Educational Management and Planning Department, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran | ||
| 2Graduated with a PhD in Curriculum Planning from the Faculty of Educational Sciences and Psychology, Shiraz University | ||
| 3Ph. D. student of Curriculum Planning, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad | ||
| 4PhD .student of Curriculum Planning, Faculty of Educational Sciences and Psychology, Shahid Chamran University, Ahvaz | ||
| Receive Date: 04 March 2024, Revise Date: 08 April 2024, Accept Date: 30 April 2024 | ||
| Abstract | ||
| Abstract Introduction and purpose: The general purpose of this study was to investigate the sense of belonging to the school in the post-corona era. Research methodology: This study was part of the qualitative designs and of the type of qualitative multi-methods. The participants in this research were all the teachers and students of the second primary school in Shiraz in the academic year 1401-1402. To select the participants, a targeted approach, a targeted sampling method, of the type of desirable items was used until theoretical saturation was reached, which was finally achieved by interviewing 25 teachers and drawing 12 students. The study data was collected by semi-structured interviews for teachers and analysis of students' drawings. Data analysis was done using two methods of theme analysis and image analysis. The validity of the data was determined by using the techniques of reliability and transferability through researchers' self-review and data alignment, and reliability was determined by carefully guiding the flow of information collection and researchers' alignment. Findings: In the findings section, we found 11 basic themes by examining teachers' and students' interviews and 21 basic themes by examining students' drawings. Finally, the organizing themes related to the sense of belonging of teachers and students in the era after the Corona crisis were classified in the form of four main themes of the dimensions of the sense of belonging in students, the factors that create the sense of belonging by the teacher, the factors that create the feeling of not belonging in the school and trusted people, and the personality characteristics of those people. Discussion and conclusion: The students of a country are considered to be the future builders of that society and the issues related to them should be considered more carefully. In addition to the individual and social factors that affect students' education, it is one of the most important factors of the school environment. If schools can meet the main needs of teenagers, they will create a sense of belonging to the school in their students. Events at school can cause students to feel a lack of belonging and cause them to experience unpleasant academic emotions and emotions at school and reduce their belonging to school, friends and teachers. | ||
| Keywords | ||
| sense of belonging; teacher; student; second grade; school; post-Corona | ||
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