Summary of research findings. The purpose of this quantitative study was to examine the influence of school relationships factors on the sense of belongingness of Kazakhstani students. Upon reviewing the research questions and findings, some concluding remarks are offered. The majority of the students found their teachers to be helpful and enthusiastic, according to descriptive statistics reported at the student level. Students ranked collaboration higher than competition, and some said they didn't feel like they belonged at school and had been bullied. Notably, the study's findings imply that a student's school relationship experience is generally individual and varied inside the school rather than systemic to certain schools or school systems. As a result, Kazakhstani schools appear to have quite comparable composite school relation ratings. Students' experiences of the school social environment in Kazakhstan is conceptualized using a single-level nine-factor measuring model for student experience of school relations. Generally, results from the main models supported previous theories. However, the positive effects of teacher empathy and teacher enthusiasm were new in this paper. Therefore, this finding seems to be important for further investigations. Despite the majority of school relation factors being statistically significant, this research revealed that most significant factors positively effecting sense of belongingness were Cooperation at School and Teacher Support factors. And Students’ Experience of Being Bullied had the most negative effect on belonging.
Summary of research findings. The purpose of this quantitative study was to examine the influence of school climate-related factors on students’ academic outcomes in Kazakhstan. It aimed to measure the effect of school climate factors on student academic achievements namely, Math, Reading, Science results. The summary of the research findings is presented by revisiting the research questions. Student level variables were presented by descriptive statistics which states that the majority of the students found their teachers to be supportive and enthusiastic. Students did not seem to face issues with classroom noise and parental involvement. In this regard, the noise level in the Kazakhstani classroom was three times less than in OECD (2019a) average at 26 %. Students rated cooperation above the competition and reported some lack of belongingness to the school and experience of bullying. However, it was important that bullying was not supported by the majority of the students anyway Kazakhstani students were found less compassionate than other OECD countries in terms of anti-bullying attitude. Importantly, the findings of the study suggest that a student experience of school climate is largely individual and not systemic to particular schools or school systems. Therefore, it seems schools in Kazakhstan have quite similar composite school climate scores despite variation within schools. However, despite low ICC scores existing variation had some range from 1% to 7 % among factors. Out of all school climate factors, the lowest variation was noticed by Lack of Sense of belonging which was only 1%, whereas an Anti- bullying Attitude depicted the highest variation with 7%. Alongside, school climate categories some demographic variables, Gender, and ESCS, as well as the outcomes of interest PVMMATH, PVMSCIE, and PVMREAD were also included in the descriptive statistics. In this matter, schools approximately had similar small gender variation, whereas socio-economic status and scores for outcomes of interest had strong variation. The reasons behind this finding will be discussed and summarized while elaborating on the main research question.
