Analysis of relationship between perceived social support and school identification

In this study, firstly it was aimed to identify relationship between the public secondary students' perceived social support -teacher and friend support- and their school identification levels. It was also tried to identify whether perceived teacher and student support and the level of school identification were statistically significant according to gender, grade level, and monthly income of family. Finaly, it was aimed to determine the levels of students' perceived teacher and friend support and their identification with schIn this study in which quantitative research was used, three designs are used: descriptive, casual comparative and relational designs. The population was formed by 12700 students(6th,7th and 8th grades) who were studying at the secondary public schools in Elazığ city center during semester of 2018-2019 academic year. The sample of the study consisted of 1278 students chosen by stratified sampling among the students who were studying in these schools. "Perveived Social Support Scale" and "Identification with School Scale" were conducted to collect the data. On the data collected, firstly descriptive statistics was done. Then, independent groups t-test and one way ANOVA were used to determine whether the students' perceived friend and teacher support and school identification were significantly different according to gender, grade level and monthly income of family. Lastly, a multiple regression analysis was conducted to determine whether students' perceived friend and teacher support was a significant predictor of their levels of identification with school. As a result of the analysis, it was seen that female students perceive their friends and teachers more supporting than male students and their level of school identification was higher than male students. When the results were evaluated in terms of grade level, it was found that the 7th grade students perceived their friends and teachers more supporting than the 8th grade students. It was seen that the higher grade level increased, the less students had level of school identification. According to results of analysis in terms of monthly income of family, students whose family income was 5000 ₺ above had lower level of school identification than the 2500₺ and below ones had and they valued the school less.As a consequence of regression analysis, it was determined that there was a positive and medium level of relationship (r=.639) between perceived friend and teacher and school identification and also these two variables explained nearly % 41 variance of school identification but it was found that teacher support was more effective variable on school identification than friend support. Key Words: Perceived Social Support, Friend Support, Teacher Support, School Identification.