Abstract
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 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 772 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.
Key words: Students’ perception, transition, higher institutions, connectedness, school support.
