Application of school attachment factors as a strategy against school dropout: A case study of public school students in Albania

Abstract

Recent educational reforms in Albanian public schools have attempted varied qualitative benchmarks such as teacher efficiency and standards, school infrastructure support and improved learning outcomes, however, many socio-economic constraints still remain, contributing to dropout of students. This paper reviews the attachment theory as a ‘pull’ factor motivating students towards better school engagement. A descriptive and self-report survey design was adopted to measure the students’ perception of SA and determine the crucial factors determining the students’ attachment to the school. The survey involved high school adolescent students in Albania from grades 10, 11 and 12. The results, measured with exploratory factor analysis and structural equation modelling, indicated that although interest in learning and positive feelings about the school had a vital impact on students’ engagement with their school, positive attitudes towards teachers was the greatest determinant to student school attachment to the school. This indicates the necessity to improve and strengthen the role and efficacy of teacher-student interactions to build and foster greater SA for students.