Students' Perceptions of School Climate: Basis for a School Climate Improvement and Support Program

Abstract

INTRODUCTION

Positive school climate is about signifying through actions that helps largely in the improvement of the school and that positive relationships are essential to the schools' smooth functioning. The researchers aim to determine the students' perceptions of school climate which serves as basis for a School Climate Improvement and Support Program (SCI-SP).

METHODS

This study used the Research and Development Design to determine the students' perceptions of school climate among students of Bentung-Sulit National High School, which served as basis for a School Climate Improvement and Support Program. Data gathering involved the following: first, the researchers modified the adopted questionnaires; second, administered the said questionnaires. Then, they were tallied and subjected to statistical treatment. Formal interviews were conducted to validate the results of the evaluation.

RESULTS

This study revealed the following: First, the students feel good at school and they agree that the school observed positive school climate in terms of fairness which include the equal treatment of students regardless of ethnicity and socio-economic status; and student-teacher relations which include the level of caring, respect, and trust that exists between students and teachers in the school. Second, the students feel uncertain at school and unassured in terms of order and discipline which include appropriateness of student behaviour in the school setting; parent involvement which include frequency of parent participation in school activities; and student-interpersonal relations which include the levels of caring, respect, and trust that exists among students in the school. These findings made way the development of School Climate Improvement and Support Program (SCI-SP).

DISCUSSIONS

Theresults demonstrate the need of the development of Intervention Program that should focus on the improvement of school climate particularly, order and discipline, parent involvement, and student-interpersonal relations. This intervention program is recommended for implementation annual review. A cumulative evaluation should be done towards the end to determine its effectiveness.