On School Belonging Of Teacher & Student In Multi-campus

Recently,due to the merged development of schools at all levels,multi-campus schools are becoming more and more popular,and secondary vocational schools are no exception.As the reason of the low level of secondary vocational schools and the majority of students are “shunted students”,the multi-campus school reduces or even loses the sense of belonging of teachers and students.In order to solve this problem,the study aims to investigate the current situation and influencing factors of the school belonging of teachers and students in multi-campus secondary vocational schools,reveal the reasons and manifestations of the influence of campus on the school belonging of teachers and students,and put forward countermeasures to improve the situation,so as to guide the running of multi-campus schools.Specifically,based on hierarchy of needs theory and organization theory,this study combined quantitative and qualitative methods,adopted questionnaire survey method,interview method and case analysis method,and took a secondary vocational school(including four campuses)in H province as an example to carry out a study on the sense of school belonging of teachers and students.Firstly,through the questionnaire survey on the school belonging of 60 teachers with both teaching and administrative work and 318 students from different majors and grades,it was found that the overall level of the school belonging of teachers and students in the case school is above average.The difference analysis indicated that there were significant differences in the overall level of school belonging,emotional loyalty and normative management among teachers in different campuses.Meanwhile,students from different campuses had significant differences in the overall level of school belonging,school integration,school involvement and resistance performance.By utilizing regression analysis on the questionnaire data,the factors affecting the sense of belonging of teachers and students at school were further explored.The results showed that the campus factors had significant influence on the whole and all dimensions of the sense of belonging of teachers and students at school.Secondly,22 teachers and 36 students were randomly selected for interviews.Based on the questionnaire survey data,interviews and cases,the reasons as well as performance of campus affecting teachers and students’ sense of belonging in school were revealed.The results showed that:(1)For teachers,different levels of standardized management in campuses led to poor teaching quality.The level of teachers’ emotional loyalty resulted in the lack of teaching atmosphere.Teachers’ interests were not guaranteed due to the failure of the school’s continuous commitment.The degree to which teachers realized their ideals caused differences in their professional development.(2)For students,the differences in campus facilities brought about difficulties in sharing students’ resources.The difference of campus culture led to the difference of students’ quality education.The shortcomings of campus management resulted in a small number of students’ resistance.Finally,based on the above results,this study suggested the following four measures to enhance the sense of belonging of teachers and students in school.(1)Improve the multi-campus education management operation mechanism,strengthen the construction of management team,consummate the education links,and give full play to the role of middle-level cadres.(2)Build a multi-campus education management community,smooth communication channels,and make concerted efforts to educate students in the whole process.(3)Create the “same time and space”of campus communication,so that school policies,education and teaching can be carried out simultaneously.(4)Promote multi-campus people-oriented management,mobilize the school’s human resources,carry out school-wide campus activities,and meet the needs of teachers and students’ education and teaching.