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

• This study reviews the school attachment theory as a motivational feature for greater school engagement among students. • The descriptive survey approach involved 1506 Albanian high school students. • Key factors determining the students' attachment to the school were established. • The results were measured with exploratory factor analysis and structural equation modelling. • Results indicated that positive attitudes towards teachers as mediators had the greatest impact on students' attachment and engagement with their school. 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. [ABSTRACT FROM AUTHOR]