The Transition from
the confines of the home to higher institutions means a different dimension of
life for most students. These students need to feel supported and cared for by
the new community or the school family to which they are now a part. Students’ perception of this condition leads
to their connectedness to the school and the school activities. This connection is very important for the reduction
of deviant behaviours, increase in learning oriented activities as well as
active participation of graduates in the growth of their alma mater. This study looked at the school connectedness
of tertiary students as a product of support from the teachers, the staff, the
peer group and the school management. A Descriptive survey design using
questionnaire was adopted in order to answer three research questions and test
the three hypotheses. A sample of 774 students which were drawn from a
University, a Polytechnic and a College
of Education in Anambra
State of Nigeria was used for study. The
study found, that on the average, the students of these schools are moderately
connected to their schools, however they feel more supported by and connected
to their school management and hence had highest mean connectedness for the
school management while support and connectedness to their teachers had the
lowest mean.
