SCHOOL CLIMATE

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria, with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students. Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects of school climate and their impact on academic performance. The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement, whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

This study explores the influence of school climate on the academic performance of secondary school students in Ikpoba Okha Local Government Area of Edo State, Nigeria, with the primary aim of understanding how environmental and relational factors within schools impact student achievement. The research seeks to identify specific elements of school climate that contribute positively or negatively to students' academic success and to determine the differences in school climate between private and public schools, as well as their respective effects on performance. Ultimately, the purpose is to inform educational policies and interventions aimed at enhancing school environments to foster better academic outcomes for students. Employing a descriptive survey design, the study gathered data from a sample of 100 students selected through simple random sampling from five public and five private secondary schools. The primary instrument used was a structured questionnaire based on a modified Likert scale, which was validated through expert review and tested for reliability via a test-retest method. Data analysis involved descriptive statistics, including mean scores, with a predetermined criterion mean of 2.50 to determine the significance of responses. This approach allowed for an objective evaluation of students’ perceptions regarding various aspects of school climate and their impact on academic performance. The findings reveal that school climate has a significant effect on students' academic success, with positive climates fostering engagement, motivation, and higher achievement, whereas negative environments correlate with poor performance. Notably, private schools tend to have more conducive climates characterized by better safety, infrastructure, and motivated teachers, which translate into higher student performance compared to public schools. Based on these insights, the study recommends that educational authorities prioritize improving infrastructural facilities, safety measures, and teacher motivation within public schools, as well as promoting policies that cultivate supportive and psychologically safe learning environments. Such targeted interventions are essential to bridge performance gaps and enhance overall educational quality.

This study was designed to analyze school climate and students academic performance in public junior secondary school in Egor Local Government Area of Edo State. Three research questions were raised to guide the study. What is the predominent school climate in public junior secondary school in Egor Local Government Area of Edo State? What is the level of students with performance in junior public secondary school in Egor Local Government Area of Edo State? Is there relationship between school climate and students academic performance in public junior secondary school in Egor Local Government Area of Edo State? The descriptive survey research design was used for this study. The population of the study comprises of students from the twelve (12) secondary schools in Egor Local Government Area of Edo State. A sample size of 184 students were randomly selected from Three (3) secondary schools out of the twelve (12) secondary schools under Egor Local Government Area of Edo State. Questionnaire was the instrument used to elicit information from the respondents. The data collated were analysed using frequency count, percentages, mean and standard deviation while the hypothesis was tested using Anova. The findings from the study revealed that the predominant school climate in the study area was characterized by the importance of well-enforced rules and regulations in mitigating student indicipline. This perfection is congruent with the existing literature emphasizing the role of discipline in maintaining a conductive learning environment. Also the level of academic performance of students in the junior secondary schools in Egor Local Government Area was encouraging. A majority of students achieved five credits, including core subjects like Mathematics and English. These results reflect the potential influence of quality education and teaching resource on academic performance.The data indicate that the students in these schools are making commendable progress in their educational pursuits. In the study, it was also revealed there is a positive and statistically significant relationship between school climate and students academic performance.

This study investigates the influence of principals leadership styles in students’ academic performance in public secondary schools in egor local government area (4) research questions were raised for the study. The study adopted survey research design. The instrument for data collection was a questionnaire; it was built around the research question by the researcher and validated by the researcher’s supervisor. Data collected were analyzed using frequency count, percentages The findings of the study revealed that prevalent leadership style is more effectively; It is evident that there is a diverse range of dominant principal leadership styles, including Transformational, Democratic, Authoritarian, and Laissez-Faire styles, all of which are generally perceived positively, it further reveals that different leadership style positively affect overall teaching effectiveness in school and that there are also areas for improvement identified within the perceived school climate, particularly concerning consistency in discipline and direction. Additionally, there are notable differences in leadership styles based on gender, with implications for the school climate. Implement leadership development programs for principals and aspiring leaders that focus on fostering transformational and democratic leadership styles. These programs should emphasize empowerment, inclusivity, and support to create positive school climates. Address concerns regarding consistency in discipline and direction by establishing clear policies and procedures. Provide ongoing training and support for school staff to ensure consistency in implementation. Strengthen supportive systems within schools by promoting collaboration among staff, providing resources for student and staff well-being, and establishing mechanisms for feedback and support. Offer gender sensitivity training for school administrators to raise awareness of gender biases and stereotypes in leadership practices. Encourage gender-inclusive leadership approaches that value diverse perspectives and experiences

This study was carried out to investigate the school climate as a correlate of students’ academic performance. To guide the study, seven research questions were raised, out of which six were hypothesized and tested at 0.05 level of significance.
The descriptive survey research design was adopted in this study. The population of this study was made up of 13,051 public senior secondary school students. The sample size of 300 was selected using the multi-stage sampling procedure (i.e. involving purposive and simple random sampling). The purposive sampling technique was used to select ten (10) public secondary schools in the locality, as the entire public secondary schools were too large for the study. The simple random sampling technique was used to choose the sample from the available population. A total of ten public secondary schools was selected at random with 30 students representing each school, the technique is relevant because there will be a chance of equal selection and representation of the schools involved; these constituted the sample size of the study. A research instrument was used, titled: “School Climate as a Correlate of Students Academic Performance Questionnaire” (SCSAPQ). The instrument was validated by the researcher’s supervisor and two other experts in the Department of Educational Management. The cronbach alpha statistics was used to establish the reliability of the instrument and the r-value of 0.76 was obtained. Data were analyzed using descriptive (frequency counts, percentages, means, standard deviation) and inferential statistics (Pearson correlation, Analysis of Co-variance (ANCOVA), and Analysis of Variance (ANOVA)).
The findings revealed that school climate does not negatively affect students academic performance; as it can be said they had a good/fairly good performance; there was no significant relationship between school climate and students academic performance in Oredo LGA; there was no significant difference between school climate and students academic performance based on age; there was no significant difference between school climate and students academic performance based on sex; there was no significant difference between school climate and students academic performance based on location; there was no significant difference between school climate and students academic performance based on school type; and there was no significant difference between school climate and students academic performance based on class size. It was concluded that school climate does not negatively affect students academic performance as no significant relationship existed between the two variables as well as other intervening variables as age, sex, location, school type and class size. It was chiefly recommended that in promoting students performance, reliance should not solely be on the school climate, but other factors should be considered such as students’ motivational beliefs and interest.