This study investigated into the relationship between rural schools and social capital in the rural communities. Specifically following research questions were investigated in this study: First, how do residents and teachers in rural communities perceive small school consolidation at the government ...
This study investigated into the relationship between rural schools and social capital in the rural communities. Specifically following research questions were investigated in this study: First, how do residents and teachers in rural communities perceive small school consolidation at the government level? Second, what is the difference of social capital in rural districts according to areas involving consolidated schools, small schools, and revitalizing schools? Third, what is the difference of school social capital based consolidated schools, remaining small schools, and revitalizing schools? Finally, how is relationship betwin small school consolidation and local community and school social capital? For this study, the questionnaires modified by researcher were administered to 1,915 local residents and rural elementary teachers. 667 local residents(out of 810) and 748 rural elementary teachers(out of 1,105) responded significantly to the questionnaires. Using a systematic analysis divided into community social capital and school social capital, the perceived level concerning socal capital of local residents and teachers were measured. Based on the basic frequency analysis, t-test, one-way analysis of variance and test were used as analysis methods in terms of characteristics of the questionnaires and necessity of analysis. Regression analysis and correlation analysis were used for relationship analysis. In addition, analyses were performed by SPSS version 18.0. The major findings could be summarized as follows: First, the perceived level regarding school consolidation in rural communities was highly negative. While local residents showed average score of 2.56, rural teachers were more negatively perceived with average score of 1.92. Second, in order to analyze differences on social capital in rural consolidated schools, small schools, and revitalizing schools, the perceived level of rural residents was compared and analyzed. The findings of this study showed a remarkably low social capital score in rural communities involving closed schools as a way to consolidate schools as compared to those based sustaining schools, especially significant difference in communities based revitalizing schools. The results suggests that system of ‘school’ in rural communities greatly affects social capital accumulation and its maintenance, and rural school consolidation has a negative function on social capital within rural areas. Third, as for differences of social capital within consolidated schools, sustaining small schools, and revitalizing schools in rural communities, there showed a little difference between consolidated schools and small-scale schools, however, level of social capital in revitalizing schools was higher than any two types of schools. It was also identified that potential of children varied according to the types of operation of schools. This results imply that school consolidation policy only based on school size need to be reexamined. Finally, as for the result of multiple regression analyses, school consolidation was significantly negatively associated with social capital within local communities and schools. Conversely, the association and revitalizing schools and social capital within local districts and schools was positive. This results showed that when small rural schools were revitalized instead of consolidation, social capital within schools was related as a meaningful variable. Therefore, school consolidation had no positive effects on the relationship with social capital within schools. The major findings have implications for further policy making on small school consolidation. A school as a social institution in a rural community is closely associated with the creation of social capital, especially it is identified that small rural school consolidation is a very negative variable in relationships with social capital within rural communities. Keywords : small school consolidation, social capital, community social capital, school social capital, revitalization of rural schools
This study investigated into the relationship between rural schools and social capital in the rural communities. Specifically following research questions were investigated in this study: First, how do residents and teachers in rural communities perceive small school consolidation at the government level? Second, what is the difference of social capital in rural districts according to areas involving consolidated schools, small schools, and revitalizing schools? Third, what is the difference of school social capital based consolidated schools, remaining small schools, and revitalizing schools? Finally, how is relationship betwin small school consolidation and local community and school social capital? For this study, the questionnaires modified by researcher were administered to 1,915 local residents and rural elementary teachers. 667 local residents(out of 810) and 748 rural elementary teachers(out of 1,105) responded significantly to the questionnaires. Using a systematic analysis divided into community social capital and school social capital, the perceived level concerning socal capital of local residents and teachers were measured. Based on the basic frequency analysis, t-test, one-way analysis of variance and test were used as analysis methods in terms of characteristics of the questionnaires and necessity of analysis. Regression analysis and correlation analysis were used for relationship analysis. In addition, analyses were performed by SPSS version 18.0. The major findings could be summarized as follows: First, the perceived level regarding school consolidation in rural communities was highly negative. While local residents showed average score of 2.56, rural teachers were more negatively perceived with average score of 1.92. Second, in order to analyze differences on social capital in rural consolidated schools, small schools, and revitalizing schools, the perceived level of rural residents was compared and analyzed. The findings of this study showed a remarkably low social capital score in rural communities involving closed schools as a way to consolidate schools as compared to those based sustaining schools, especially significant difference in communities based revitalizing schools. The results suggests that system of ‘school’ in rural communities greatly affects social capital accumulation and its maintenance, and rural school consolidation has a negative function on social capital within rural areas. Third, as for differences of social capital within consolidated schools, sustaining small schools, and revitalizing schools in rural communities, there showed a little difference between consolidated schools and small-scale schools, however, level of social capital in revitalizing schools was higher than any two types of schools. It was also identified that potential of children varied according to the types of operation of schools. This results imply that school consolidation policy only based on school size need to be reexamined. Finally, as for the result of multiple regression analyses, school consolidation was significantly negatively associated with social capital within local communities and schools. Conversely, the association and revitalizing schools and social capital within local districts and schools was positive. This results showed that when small rural schools were revitalized instead of consolidation, social capital within schools was related as a meaningful variable. Therefore, school consolidation had no positive effects on the relationship with social capital within schools. The major findings have implications for further policy making on small school consolidation. A school as a social institution in a rural community is closely associated with the creation of social capital, especially it is identified that small rural school consolidation is a very negative variable in relationships with social capital within rural communities. Keywords : small school consolidation, social capital, community social capital, school social capital, revitalization of rural schools
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