School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

中文翻译：

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挪威高中学生的学校认同和自我效能在学校满意度中的作用

学校满意度不仅是学习成绩和学生应对能力的重要指标，也是教育质量的关键指标，也是防止辍学的重要因素。这项研究的主要目的是调查高中生的学校认同和自我效能感如何与学校满意度相关联。该研究包括性别，教育计划和父母教育水平的控制。对挪威三所高中的高中生进行了自我报告调查表。样本包括794名一年级学生。没有受访者回避参加该研究。研究中的大多数学生对学校感到满意。当前的研究强调了学校认同的重要性。发现学校认同对学生的学校满意度比自我效能更重要。而且，根据结果，教师的社会认同领导力似乎在学生的学校满意度中起着重要作用。研究结果表明，教师的社会身份领导在课堂管理中势在必行。