小学时期是个体发展的重要阶段。教师作为学生的重要他人之一，其与学生的互动方式对学生的身心发展有重要影响。归属需求是人类的基本需要之一，也是幸福感的重要组成部分，学生对学校是否有归属感和认同感会直接影响学生的发展。
因此，本研究旨在探究班主任互动风格对小学生学校归属感的影响。采用问卷调查法与访谈法，调查东莞市S小学的302名学生，使用 SPSS 27.0 软件进行描述性统计、差异性检验、相关分析、多元回归分析，得出如下结论：
（1）S 小学的小学生感知到的班主任互动风格支配性和友善性都比较高。支配性高体现在班主任在引导学生方面的行为比较明显，友善性高体现在班主任对学生的敌意行为不太明显，且比较重视学生的自主性发展和对学生的信任理解。
（2）S小学的小学生学校归属感处于中上等水平，总的学校归属感、人文环境、同伴关系、学校卷入，在性别、年级、是否独生方面均不存在显著差异。但在学校归属感的学业专注维度上，女生明显比男生在学业上更为专注。
（3）班主任互动风格的影响性维度和亲和性维度，跟总的学校归属感、学业专注、同伴关系、人文环境、学校卷入之间均存在显著相关。
（4）“领导的”、“严格的”、“学生负责的”、“帮助/友善的”这四种班主任互动风格对总的学校归属感有显著的正向影响，“缺乏主见的”这一种班主任互动风格对总的学校归属感有显著的负向影响；“领导的”这一种班主任互动风格对学业专注有显著的正向影响，“缺乏主见的”这一种班主任互动风格对学业专注有显著的负向影响；“领导的”、“学生负责的”这两种班主任互动风格对人文环境有显著的正向影响，“缺乏主见的”、“训诫的”这两种班主任互动风格对人文环境有显著的负向影响；“领导的”、“严格的”这两种班主任互动风格对同伴关系有显著的正向影响；“领导的”、“严格的”、“帮助/友善的”这三种班主任互动风格对学校卷入有显著的正向影响，“缺乏主见的”这一种班主任互动风格对学校卷入有显著的负向影响。
学生在学校里与班主任的互动是频繁的。在这个过程中，班主任的风格会对师生互动产生重大影响，构建积极和谐的师生关系对培养学生学校归属感有重要作用。

Primary school is an important stage for individual development.As one of the significant others of students, teachers' interaction has a great impact on students' physical and mental development. Belonging is one of the basic human needs and an important component of happiness. Whether students have belonging and identification with the school directly affects their development.
Therefore, this thesis aims to explore the impact of the head-teacher’s interaction style on primary school students' belonging.Using documentary method and questionnaire survey, 302 students in S primary school in Dongguan was conducted.SPSS27.0 was used for descriptive statistics, difference test, correlation analysis, multiple regression analysis.The conclusions are as follows:
(1) The interactive style perceived by S primary school students is both friendly and highly influential. The head teachers have prominent behavioral characteristics in guiding students, but they rarely engage in hostile behavior towards students. Besides,they emphasizing students' autonomous development and understanding them.
(2) The school belonging of primary school students in S school is at the upper-middle level. There are no significant differences in the overall school belonging ,the humanistic environment, peer relationships, and school involvement in terms of gender, grade, and whether they are only child. However, in the academic focus dimension of school belonging, girls' academic focus is significantly higher than boys'.
(3) There is a significant correlation between the influence dimension and affinity dimension of the head-teacher’s interaction style, as well as the overall school belonging and its various dimensions.
(4) The four interaction styles of the head teachers, namely "DC leadership", "DO strict", "SC responsibility/freedom", and "CD helping", have a significant positive impact on the overall school belonging, while the interaction style of the head teachers, namely "SO uncertain", has a significant negative impact on the overall school belonging; The "DC leadership" head teacher interaction style has a significant positive impact on academic focus, while the "SO uncertain" head teacher interaction style has a significant negative impact on academic focus; The interaction styles of "DC leadership" and "SC responsibility/freedom" have a significant positive impact on the humanistic environment, while the interaction styles of "SO uncertain" and "OD admonkshing" have a significant negative impact on the humanistic environment; The interaction styles of "DC leadership" and "DO strict" have a significant positive impact on peer relationships; The three types of the head teacher interaction styles, namely "DC leadership", "DO strict", and "CD helpful", have a significant positive impact on school involvement, while the "SO uncertain" interaction style has a significant negative impact on school involvement.
Students interact frequently with their head teachers in school. In this process, the style of the head teacher will have a significant impact on the interaction between teachers and students. Building a positive and harmonious relationship between teachers and students plays an important role in cultivating students' belonging in school.