Research On The Influence Of Primary School Boarders Perceived Teacher Support On School Adaptation

Boarders are students who live and study on campus because the school is far away from home or for other reasons.Compared to day school,closed boarding schools greatly extend the time spent on school,and students lose a lot of free time at their disposal.As a student's educator and promoter,teachers and students are closely connected,and teachers have a subtle influence on students' learning and life.In general,students who are appreciated by teachers are not only easy to establish a harmonious and healthy teacher-student relationship with teachers,but also have a high prestige in the class,which helps to establish good peer relationships and more teacher encouragement.And improve self-confidence and self-evaluation,academic performance is more prominent,and has a strong sense of accomplishment.These are the heights that are unattainable to students who are not appreciated by teachers,indicating that teachers play a very important role in the development and growth of students.This paper focuses on the impact of perceived teacher support on the adaptation of primary school boarders.This study used a questionnaire survey to study 680 boarding students from Grade 4 to Grade 6 from three different kinds of primary schools as study targets.There are accordingly L Primary School,B Primary School and D Primary School in City S.The school behavior questionnaire and the perceive teacher support questionnaire were used as research tools.Then,studying the relationship between perceived teacher support and school adaptation by the information through the questionnaires.The research result is as follows:1.The adaptability of primary school boarding schools is generally at a medium-level.There are significant differences in ground source,only-child status,family formation,left-behind situation and academic performance,but the differences in gender and grade are not significant.2.Perceived teacher support of primary school boarders is at a medium-level.There are significant differences in gender,grade,ground source,family formation,academic performance and left-behind situation.There is significant difference among students with different levels of perceived teacher support.High-perceived teachers support students' school adaptation is in the best condition,which is significantly higher than that of middle-andlow-perceived teacher support.3.Perceived teacher support has a significant predictive effect on school adaptation,mainly through learning support and emotional support acting on school adaptation,and indirectly affects students' academic achievement,self-evaluation and class ecosystem,and has an impact on school adaptation.In order to improve the adaptability of primary school boarders,we mainly propose targeted recommendations from the perspective of changing the negative effects of teachers' expectations.The first is to change the concept of teacher education and play a positive effect of teachers' expectation;the second is to create an equal and harmonious class environment and promote the healthy development of the class system;the third is to create successful opportunities and improve students' self-expectations;the fourth is to raise concerns and improve the development of disadvantaged students.