The Educational Environment and Social Justice in Schools and Their Relationship to School Belonging among Tenth-Grade Students
Abstract
The present study aims to examine the relationship between the educational environment, social justice, and school belonging among tenth-grade students in Erbil Governorate. The study sample consisted of 400 male and female students distributed across public and private schools. To achieve the study objectives, three main scales were developed: an Educational Environment Scale with 28 items across five domains, a Social Justice Scale with 23 items across three domains, and a School Belonging Scale with 23 items across four domains. After verifying the psychometric properties of the scales, data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings revealed no statistically significant differences in the Educational Environment and School Belonging scales according to gender, while significant differences appeared in the Educational Environment, Social Justice, and School Belonging scales according to the type of school, in favor of private schools. Significant differences were also found in the Social Justice scale according to gender, in favor of female students. Furthermore, there was a positive and statistically significant correlation between the Educational Environment and Social Justice in schools and students’ School Belonging. The Educational Environment contributed 0.09 of the variance in school belonging. Additionally, positive and significant correlations were found between the domains of the Educational Environment and School Belonging, and between the domains of Social Justice and School Belonging. Based on these results, the researchers proposed several recommendations and suggestions to enhance the educational environment and promote social justice to strengthen students’ sense of school belonging.
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