Exploring the Definition of Sense of School Belonging in Schools with Female Teachers Outnumbering

This research aims to explore how teachers and male students define a sense of school
belonging. In particular, the research focused on high school male students’ sense of school
belonging at public schools where most teachers are females. Furthermore, the study also aimed
to identify teacher qualities contributing to the definition of a sense of school belonging. The
following research questions guided the study. 1. “How do teachers and male students define the
role of male teachers in shaping a sense of school belonging?” 2. “What teacher qualities
contribute to the definition of a sense of school belonging?”
As a theoretical framework, the study used Lazarsfeld and Merton’s (1954) theory of
homophily. A qualitative exploratory research design was employed to investigate boys’ sense of
school belonging in an environment where female teachers outnumbered male teachers. The
study was conducted in two public schools in Baku, which were selected through convenience
sampling. Accordingly, the data were collected employing qualitative research methodologies
with the help of semi-structured individual interviews with students and teachers. Ten student
and six teacher participants were included.
The findings of the study show that the sense of school belonging is consistent with the
theory of homophily such as gender and age factors play a significant role in students’ sense of
school belonging. However, due to the lack of exposure to male teachers, male students find it
difficult to say how it would contribute to their definition of a sense of school belonging.