Analysis of School Attachment among Students of a Boarding High School in Albania

When students feel connected to school and have strong relations with their teachers and peers, they are more likely to be successful and prevent misconducts as they have more tendency in staying longer at school, spending more time with their peers and teachers which (in)directly have effects on their academic achievements. Research conducted in this study is oriented on a data of both qualitative and quantitative results obtained from 95 samples at Hafiz Ali Korca Boarding High School in Kavaje, Albania. The results of the collected data indicate that school belonging is a gradually evolving sense through students of first year to the students of last year at this specific boarding school. The study also shows that there is a strong correlation between school attachment and family, teachers, peers and facilities of the school. Data is collected through questionnaires, and two case studies which are implemented through quasi-experiment. The students chosen for case studies are of two specific problems; a) a student that had difficulties in overcoming with language barriers due to his regional background as he had to get used to a new school setting far from his family, b) a student that has to stay at school dormitory while he had his home within city, thus suffered from loneliness, and find it difficult to relate himself with school at the very beginning. DOI: 10.5901/jesr.2014.v4n2p28