How do children experience the process of school consolidation ? :A longitudinal study on change of interpersonal relationship

Kaneko, Y (Yasuyuki)¹, Tsuzuki, M (Manabu)^2
1Shizuoka University, 836 Ohya Surugaku, Shizuoka, 4228529, Shizuoka Prefecture
²Chuo University, 742-1 Higashinakano Hachioji, 1920393, Tokyo

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

elementary school children, school consolidation, teacher-student relation, friendship, longitudinal survey, school adjustment

Summary

Recently educational policy of consolidating multiple schools into one school have been promoted by local government. While scientific research on school consolidation is inadequate, policies are under way. The purpose of this study was to clarify changes in teacher relations and friendship in a school consolidation process. 

Participants were 202 students (small school(N=67) and large school(N=135)) at two public elementary schools. They answered a sheet of questionnaire by three times during first academic year after school consolidation; April and October in 2012, and March in 2013.Teacher-student relations and School adjustment was examined by student's four points scale evaluation.

Three groups were devided by the differences in school adjustment score. After school consolidation, 1)School adaptation decreasing group(N=57), 2)School adaptation does not changeing group(N=48), 3)School adaptation increasing group(N=63). Three way ANOVA ( Time (3) × School(2) × School adjustment type(3) ) revealed  a statistically significant interaction between time and school adjustment type. In School adaptation decreasing group, teacher relations score declined. On the other hand, In School adaptation increasing group, teacher relations score increased and friendship score increased.  

It was revealed that there are cases where the student’s relationship with teachers and friends improves by rebuilding a new environment. 

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