i

PERCEIVED SCHOOL CLIMATE

AND ITS IMPLICATIONS

An Undergraduate Thesis

Presented to the Faculty of College Teacher Education

Ramon Magsaysay Memorial Colleges – Marbel, Inc.

Koronadal City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education

FRANCIS JOHN D. MAGSIPOC

May 2024
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Ramon Magsaysay Memorial Colleges – Marbel Inc.

Office of the College of Teacher Education
Purok Waling – Waling, Arellano St., Lower Balmores,
Koronadal City, South Cotabato (9506)
Telephone / Fax No.: (083) 228 – 2880

APPROVAL SHEET

This undergraduate thesis entitled “PERCEIVED SCHOOL CLIMATE AND ITS

IMPLICATIONS” prepared and submitted by FRANCIS JOHN D. MAGSIPOC in partial

fulfillment of the requirements for the degree BACHELOR OF ELEMENTARY

EDUCATION has been examined and is recommended for ORAL EXAMINATION.

CHRISTINE JOY F. ILUSTRY, MAEd

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination. May 5, 2024.

CONSES DIANE P. FAJARTIN, MAEd

Chairman

CHRISTIAN JAY P. FAJARTIN, MAED NATHANIEL F. BANGOC, PhD. EM

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree BACHELOR OF ELEMENTARY EDUCATION.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education
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ABSTRACT
School climate, which is the sum of behaviors in a school, is also defined as the
character of the school. A school’s climate has a significant impact on the quality of
education, and on student success or failure. this study investigates the perceived
school climate among teachers at San Jose Elementary School during the academic
year 2023-2024. Using a descriptive research design, data was collected through a
structured questionnaire distributed to all teachers. The study aimed to determine
teachers' perceptions of various aspects of school climate, including supportiveness,
respect, disciplinary practices, and social-emotional learning initiatives. Key findings
indicate a highly positive perception of the school environment, with strong agreement
among teachers regarding the school's supportive and respectful atmosphere. However,
concerns were raised about the perceived strictness of school rules and discrepancies in
disciplinary perceptions between teachers and students. Recommendations include
refining school policies to enhance fairness and consistency in disciplinary practices,
integrating social-emotional learning more comprehensively, and fostering international
collaboration to share best practices in school climate management. By addressing
these recommendations, San Jose Elementary School can further enhance its positive
school climate and ensure a conducive environment for student growth and success.

Keywords: school, climate, Implication, perceived perceptions, teacher perceptions

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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii

TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
ACKNOWLEGEMENT ix

DEDICATION x

CHAPTER Page
I INTRODUCTION
Rationale 1
Research Objective 3
Review of Related Literature 3
Synthesis 16
Theoretical Framework 17
Conceptual Framework 18
Significance of the Study 19
Scope and Delimitation 19
Definition of Terms 20
II METHOD
Research Design 21
Research Locale 21
Population and Sample 22
Research Instrument 22
Data Collection 23
Statistical Tools 23
Ethical Consideration 23
III RESULT
Table 1 26
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IV DISCUSSION

Conclusions 32

Recommendations 33

REFERENCES 34
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APPENDICES

A. Letters to the Validators 39

B. Validation Sheet for the Research 43

Questionnaire

C. Research Questionnaire 47

D. Summary of Validators Rating on 48

Questionnaire

E. Letter Of Permission to Conduct Study 49

F. List of Validators 51
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G. Certificate of Appearance 52

H. Certificate of Grammarian 53

I. Letter to Statistician 54

J. Tally Sheet 55

PICTURES OR PROOFS OF CONDUCT

CURRICULUM VITAE 57

LIST OF TABLES

TABLE PAGES

1 SELF – CONCEPT 26
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LIST OF FIGURES

Table PAGES

1 THE CONCEPTUAL FRAMEWORK OF THE 18

STUDY

2 RESEARCH LOCALE MAP 21

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ACKNOWLEDMENT

The researcher would like to acknowledge the different personalities who have
contributed a lot in the conduct of this research. Some may not be enumerated but your
contributions and anticipations are greatly appreciated. Without the help of our Almighty
God, who bestowed upon me as the researcher the power, knowledge, resolve, and will
necessary to carry out this study, this research would never have reached this level of
success.

Chistine Joy F. Ilustry, MAED her Research in Education instructor, thank you
for reminding and teaching him the proper way of conducting this research.

Chistine Joy F. Ilustry, MAED, his research adviser, thank you for guiding and
giving him constructive advice all throughout the process. Thank you for the time and for
sharing him your expertise, knowledge, and wisdom in research. Without you, He would
 x

never conduct this research well. To, Christian Jay Fajartin, MAEd, Fernando P.
Lagradilla, MIM, Nathaniel Bangoc,II PhD his evaluators and Arnel Rosano,Lpt his
critique English, thank you for evaluating his questionnaires and giving insights and
comments that would enhance the validity of his questions.

Thank you for his Panel Members, for giving him a part of your time , for the
knowledge and wisdom that you have imparted to him during his defense and for the
recommendations that you have given.

Mr. Francisco S. Magsipoc and Mrs. Nira D. Magsipoc his parent(s)/

guardians, thank you for all the support both morally and financially. Thank you also for
all your understandings, love and prayers, which he needed to conduct this research
well.

Ramon Magsaysay Memorial Colleges Marbel-Inc, supportive teachers, thank

you for giving him advice and lending some help in during his research study.

For the reminders and for helping her to finish this research, thank you to her
friends. Also, thank you for your advice that really helped her cope with the struggle and
stress that they encountered.

FRANCIS JOHN D. MAGSIPOC

RESEARCHER

DEDICATION

This study is dedicated to our “Almighty God” who gives me strength,

knowledge and wisdom in fulfilling this research. To my mother Nira D. Magsipoc and to

my father “Francisco S. Magsipoc”, who instilled in me the virtues of perseverance and

commitment and relentlessly encouraged me to strive for excellence in everything that I

may encounter. Thank you for raising me to be the person that I am today. You have

been with me in every step of the way, through good times and bad. Thank you for all

the unconditional love, guidance, and support that you have given to me. Thank you for
 xi

believing in me that I can achieve everything if I should trust myself and trust Almighty

God. Thank you for everything.

For pushing me in my limit, thank you to my “Auntie and Uncle’’ all of you have

taught me not to give up and continue pursuing my dreams whatever trials and problems

I encounter. Thank you for your prayers and also in financial support.

Thank you for your time and motivational advice “teachers” who believed in me

that I can do this and I can make our dreams come true. Thank you for trusting me and

pushing me into our limit. I sincerely dedicate this research as one of the instruments

that I acquire my knowledge that you have imparted to me. Thank you for all that you

have done.

Francis John D. Magsipoc

RESEARCHER
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CHAPTER I

INTRODUCTION

Rationale

Perceived school climate encompasses the collective attitudes, beliefs,

and perceptions of students, teachers, staff, and parents about the overall

environment of a school. This concept includes dimensions such as safety,

relationships among students and staff, teaching and learning practices, and the

physical environment. A positive school climate is associated with higher student

achievement, better mental health, and lower levels of absenteeism and bullying.

Conversely, a negative school climate can lead to adverse outcomes like

disengagement, increased behavioral issues, and higher dropout rates.

Recognizing and improving perceived school climate is crucial for fostering an

inclusive, supportive, and effectivee educational environment (Wang et al., 2020).

Researchers have been interested in the developmental processes of

adolescents for many years; one of the main areas of study in this area is the

positive and negative effects of development. The evidence suggests that

teenagers must make extra adjustments due to the numerous and fast changes

that occur at this age, resulting in varying degrees of psychosocial functioning. It is

noteworthy that teenagers' psychological struggles and health-risky behaviors

have long been associated with adolescence. Teenage years have been linked to

several well-researched dangerous behaviors, including aggression, anxiety,

despair, low self-esteem, helplessness, cognitive issues, and aggressive behavior

(Rekienė, 2021).

Adolescents who regard bullying as acceptable, lack of support from peers

and teachers, and feelings of estrangement from teachers are indicative of a

hostile school climate. Numerous negative behavioral markers, including drug use,
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aggressive behavior, suspension, truancy, absenteeism, and dropout rates, are

linked to unfavorable features of the school atmosphere (Ebbert and Luthar 2021)

Research indicates that bullying and victimization are influenced by the

school environment in several ways. Negative school climate experiences have

been linked in numerous studies to increased victimization and bullying as well as

internalizing and externalizing symptoms. A meta-analysis of longitudinal research

reveals a weak but statistically significant correlation between problem conduct

bullying, aggression, and later school delinquency and school atmosphere over

time. School norms are crucial to students' overall well-being. For instance, the

findings of a study on schoolchildren's participation in extracurricular activities

show that girls are more likely to experience victimization when they violate gender

norms, while boys are more likely to experience victimization when they violate

school social norms (Berger et al., 2022).

In 2020–2021, administrators, teachers, and students evaluated the state

of cleanliness and sanitation, physical resources, teaching and learning,

relationships, safety, security, and peace and order in public schools in the

Philippines. This study evaluated these factors. In terms of association,

professional development, assessment, instruction, community, and policy, it also

gauged the degree of teacher leadership. It also noted the difficulties with teacher

leadership and the school climate. It also looked into how the school climate

changed when assessors were arranged based on their designation. It also found

a correlation between teacher leadership and the teachers' age, sex, work status,

level of education, and professional standing. Lastly, it established the connection

between teacher leadership and school atmosphere (Bual et al., 2021).

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Considering the facts presented, the researcher feels the importance of conducting

a thorough investigation and data gathering to identify the perceived school climate

and its implication.

Research Objectives

This study aimed to determine the Perceived School Climate and Its

Implication at San Jose Elementary School S.Y. 2023-2024.

Specifically, this study sought to answer the following questions.

1. To determine the perceived school climate of San Jose Elementary school

teachers

2. To formulate an implication based from the result of the study

Review of Related Literature and Studies

School climate

This presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study. It also presents

the synthesis of the art to fully understand the research for better comprehension

of the study.

Despite research demonstrating the effectiveness of physical and human

resources, improved school climate, and enhanced teaching, such interventions

must frequently be tailored to the social and cultural circumstances given by

various developing nations. Furthermore, significant variances exist within national

educational systems, making some allocations and interventions more urgent and

crucial with specific school kinds, regions, and demographics. Due to the scarcity

of open and representative statistics that account for disparities in students'

academic results, these contextual factors have not been carefully examined in the

Philippines. (Trinidad, 2020).

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Today's school climate is viewed as a psychological and pedagogical

system that offers unique circumstances for personal growth. the educational

environment is a set of circumstances for personal growth that also offers the

required possibilities in the social and spatial-substantive environment. Its defining

aspect is the modality, which is characterized by the chances for students to

develop their activity, their individuality, and their independence. Initiative, desire,

endurance, and the capacity to defend and advance their interests are all required

for these tasks (Piralova, 2021)

In various ways, the relationship between school climate and school safety

is complicated. Although there is no universally accepted definition of school

environment, nearly all of them center on systems or patterns of student, parent,

guardian, and school professional experiences. We are only now beginning to

comprehend how school atmosphere and school safety influence one another in a

bidirectional manner. This problem is exacerbated by the fact that there is no

single agreed-upon indicator of school safety, with many relying on negative

indications (wang et al., 2021).

school climate is frequently used to describe the reliance, perceptions,

relationships, attitudes, and written and verbal rules that produce and walk every

aspect of how a school's mission and a favorable school climate are beneficial to

staff satisfaction, morale, and effectiveness as well as to student learning,

fulfillment, and success (Tus, 2020)

This study's goal was to look at the connections between psychological

security, school climate, and ability to work together. The study's findings may help

school administrators make informed decisions about their institution's culture,

climate, and leadership behaviors. They may also help them decide how to foster

teacher autonomy and improve student learning by raising faculty members' levels
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of collective efficacy. In public education, school administrators have the power to

create an environment that encourages autonomy, teamwork, and professional

development for teachers. The absence of prior study and potential relationships

between the selected factors may be helpful in this process of successful

leadership (Sterrett et al, 2020,)

The fundamental principles that guide a school's daily operations are

frequently linked to its climate. A student's sense of "how it feels to be a part of the

classroom community" is often influenced by how connected they feel to adults

and peers in the school community (Jackson, 2020).

Students are the ones most affected by the school climate and, in some

ways, the ones most accountable for its execution on the ground level, it only

makes sense for school administrators to include their views in attempts to build a

more positive school culture. A positive school culture is one in which the efforts of

both staff and students result in positive experiences. Positive school culture is

characterized by success, happiness, and fulfillment. When a school has a positive

climate, teachers are excited to come to work because they see the broader

picture, and kids have the mental and emotional ability to learn (Tus 2020).

School’s core values are standards of practice that clearly describe how

everyone will collaborate to achieve the school's vision and goal. Several

adjectives and features that are frequently mentioned when describing schools

with a favorable climate are also mentioned when describing systems with teams

of instructors with high collective efficacy (jackson, 2020).

The collective efficacy of instructors is linked to student learning. Previously

conducted research has also linked collective efficacy to psychological safety,

collaborative capacity, and school climate. Despite what is known about these
 6

relationships, there is insufficient data to support particular leadership intents to

promote collective efficacy (Berg, 2020).

Both academic and social-emotional learning are regarded as equally

significant educational objectives. Empirical studies have in fact demonstrated the

critical role that academic and social-emotional learning play in students'

psychosocial development and academic achievement, which in turn results in a

decrease in emotional distress, a decrease in conduct issues, and an increase in

prosocial behavior. A rising number of academics and educators worldwide have

developed techniques to support children' academic and emotional development in

a variety of settings, including school, home, and community, in light of the

significance of academic and social-emotional learning. In example, a promising

body of research indicates that kids' academic and emotional outcomes are

positively correlated with a positive school climate (Chan et al., 2021).

There is a dearth of research, specifically in the area of student opinions on

school climate. When asked to describe how they perceive the climate at their

schools or what opinions they may have about why disruptive behaviors occur,

students will highlight various social processes in addition to their understanding of

the school climate and the views they hold on related topics. In earlier research,

students were asked to explain how they view their education, what makes a good

teacher and what makes a bad one, and how certain aspects of the school relate

to their well-being (Forsberg et al., 2021).

Schools, districts, and states are increasingly recognizing the importance of

improving school climates to support kids' academic, social, and emotional well-

being. Many states, for example, have included references to school climate in

their Every Student Succeeds Act implementation plans, and at least six states use

school climate measurement as an accountability metric. Improving school climate,

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let alone using it for accountability, necessitates the ability to measure it validly and

reliably. students (Jordan et.al, 2020)

Education administrators need to know which specific leadership behaviors

to implement in order to build faculty collective efficacy and improve student

learning. The relationships between psychological safety, collaborative ability, and

school climate all of which have been linked to student learning and collective

efficacy on their own have not been thoroughly studied in the past (Donohoo,

2020).

It is generally agreed that conducive learning environments support

students' emotional, social, and intellectual requirements. On the other hand,

academics define school climate generally as a confluence of attitudes, behaviors,

connections, and institutional frameworks that influence the educational

experiences of parents, teachers, and students (Ryberg et al., 2020)

The current study looked at the relationships between growth mindset in

primary school pupils and several aspects of teacher views, instructional

strategies, and school climate. This study has the potential to advance our

knowledge of how growth mindset seeds can be sown early in kids' educational

journeys by identifying teacher and school elements that are associated to a

growth mindset among primary school students (Walton et al., 2020).

The terms have been used synonymously, and educational scholars find it

challenging to comprehend the differences between the two terms and the

concepts themselves. This might be because the concepts are abstract and make

more sense when seen in the context of their respective professional domains.

There is a clear distinction between the ideas of school climate and culture,

despite the fact that some practitioners consider them to be synonymous

(Nadelson et al., 2020).

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As a well-established body of evidence continues to explain its positive

effects on student and school outcomes, education stakeholders are coming to

acknowledge school climate as a critical component of the school improvement

process. School climate is a helpful, valid, and reliable construct to highlight the

experiences that students are having in school, as indicated by the growing

interest in this area from policymakers and practitioners (Williams et al., 2021).

The school climate social, emotional, and academic wellbeing of students

depend on a supportive learning environment. For instance, kids who feel

comfortable at school and have good relationships with their instructors typically

perform better academically (Korpershoek et al., 2020).

Among the aspects of school climate that are highlighted in the literature

are relationships, safety, learning and teaching, and environmental structure.

Relationships imply that all parties act cooperatively in the school setting, and

safety refers to the physical, social, and emotional support of teenagers there

(Capp et al., 2020).

School climate is a comprehensive and complex framework that describes

the standard and personality of students' school experiences. It offers a framework

for comprehending the emotions, ideas, and interpersonal interactions of all parties

involved in the school students, instructors, and administrators. This framework

incorporates every aspect of school life and helps people to grow intellectually and

socially in a better way. has backed up this viewpoint, stating that teenage

achievement and the learning environment may be affected by school climate

(Bradshaw et al., 2021).

Scholars have proposed investigating the socioecological context of school

embeddedness as well as the impact of internal context and school climate on

student outcomes. The internal school context is influenced by the student body,
 9

family demographics and traits, neighborhood, larger community, culture, and

ethnic environment. This interaction could alter the contribution of a positive

climate to achievements and create unique circumstances for schools in a variety

of social, cultural, religious, and political settings. The underlying theoretical

frameworks most likely mirror the external and internal school contexts that shape

academic performance and instructional strategies. Unfortunately, not much

research has been done on these mechanisms. (Benbenishty et al., 2022).

Relational trust describes how much all parties involved in the education

system students, faculty, administration, parents, and the community trust one

another and develop common interests, values, and viewpoints in the process.

Relational trust is necessary for improved student achievement and a positive

school climate (Mayger et al., 2021).

a good school atmosphere promotes student achievement in school in a

variety of areas, such as academic, social-emotional, behavioral, and overall

attendance, to mention a few. Our children require an emotional connection to

school in order to be fully engaged, which is understood in schools that care about

establishing a supportive and inclusive school atmosphere where all truly do mean

all. Without a leadership emphasis on promoting a healthy school climate, lasting

transformation cannot occur. gave advice for school administrators, including

bringing all stakeholders together to have a positive influence on the welfare of the

school community and leveraging understanding of the school's entire culture to

cultivate the environment daily (Stronge et.al, 2021).

School climate can promote both positive and negative educational and

psychological outcomes; in the latter instance, it can become a barrier to learning

and academic performance. While some school climates are hospitable, friendly,

and supportive, others are alienating, hostile, and unsafe. Studies concentrating on
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secondary education have generally discovered a strong positive correlation

between perceived and actual academic performance and school climate (Zorbaz

et al., 2020).

School climate is likely to directly affect life satisfaction as well as PAP

because it has a strong educational and experiential component, especially in

multi-causal studies that take into account personal psychological variables. In

fact, the findings of a few earlier studies that examined personal characteristics in

addition to school climate point to a direct relationship between PAP and life

satisfaction. However, more research is needed to fully understand these

associations (Mateos et al., 2021).

Punitive tactics have not only been demonstrated to be ineffectual

at decreasing problem behavior, but they also harm student-teacher relationships,

have a detrimental impact on school climate, and lower academic results.

Furthermore, because certain populations are disproportionately affected by these

exclusionary consequences, these strategies lead to inequity in schools. Many

teachers continue to use punitive tactics as their main method of classroom

management even though research has linked them to a number of detrimental

effects for both teachers and students. In order to provide targeted supports for

teachers who may be using punitive strategies, we aimed to identify profiles of

behavior management techniques used by teachers in the current study. This will

help to promote a positive and productive learning environment for both teachers

and students (Clark et al., 2023).

PBIS implementation has been associated with a number of positive

student outcomes. Evidence suggests that PBIS not only lessens problematic

behaviors, but that its implementation also enhances academic engagement and

the school climate, which results in more equitable behavior management for all
 11

students. Reliance on positive strategies improves equitable educational outcomes

and may improve student-teacher relationships and perceptions of the school

climate, even though it has been demonstrated that using punitive strategies

consistently produces disproportionate, negative outcomes for students from

minority backgrounds (Fefer et al., 2020).

The school climate has a significant impact on teenagers' development

because it shapes their socioemotional paths and serves as a buffer against

issues that affect individual students. Consequently, there has been a growing

interest in interventions that can promote favorable opinions of the school

environment. The elements of School-Wide Positive Behavioral Interventions and

Supports, a systemic and multi-tiered system of support created in the United

States, take into account theoretical and empirical research on educational

practices that are likely to modulate school climate. This offers a promising

framework to promote positive perceptions of the school environment (Coelho et

al., 2020).

Adolescent health outcomes and a host of other positive outcomes are

linked to a positive school climate. Numerous studies have demonstrated the

frequent buffering effect of school climate in addition to the direct links between

school climate and these important outcomes. Negative processes have

detrimental effects that are mitigated by a positive school climate. For instance,

while moral disengagement encourages bullying and sexual harassment

negatively affects the wellbeing of adolescents, the effects of these links are

greatly reduced when students perceive their school to be a positive environment

(Crowley et al., 2021).

Moreover, improving school climate is usually aimed at improving student

engagement. Studies have shown that highly engaged students exhibit better
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academic achievement, fewer behavioral issues, and actively participate in efforts

to improve school safety. Numerous tactics have been found to increase student

engagement, all of which start with talking to and listening to students in order to

build genuine relationships (Reschly et al., 2020).

Researchers define it in a variety of ways. According to academics, it is

important to understand how school atmosphere affects student success, so the

different. When attempting to comprehend the link, definitions must be taken into

account. According to the National School Climate Center, a school's climate

reflects norms, goals, values, interpersonal relationships, and teaching and is

based on patterns of people's experiences of school life. and organizational

frameworks, as well as teaching methods (jackson et al., 2020).

The findings from this study may be used by school administrators to make

informed choices about how to enhance teamwork, climate, and the effectiveness

of their leadership behaviors and decisions, as well as how to support teacher

voice from all team members as "the purposeful actions we take as leaders to

enhance the instruction of teachers, build deep relationships with all stakeholders,

and deepen our learning together," leaders may also gain insight into the potential

effects the research variables may have on the idea of collaborative leadership.

(Jensen & Ratcliffe, 2020).

School psychologists and other educational leaders who support an

improvement through school-based programming should carefully consider and

assess readiness and monitor contextual changes in conjunction with outcomes.

School climate improvement needs to be viewed as an iterative, continuous, and

data-driven process. In an effort to maximize implementation and encourage long-

lasting systems-level change, school psychologists are frequently asked to

assume the role of implementation support coaches and to either lead or

 13

collaborate with state-level infrastructure initiatives. The implementation of

frameworks such as SEL and PBIS at the district and state levels offers a useful

model for directing efforts in the field of school climate promotion in general

(Cohen et al., 2020)

Furthermore, while some have argued for a top-down strategy that

emphasizes characteristics of the school level and the role or viewpoints of school

leaders, others have placed more emphasis on giving students' perspectives voice

and weight. These disparities in viewpoints frequently call for triangulating or

analyzing school climate insights from several viewpoints (Bottiani et AL., 2020).

Numerous methodologies have been devised to evaluate school climate;

however, the methodology employed to appraise it frequently yields disparate

findings. The multiplicity and diversity of sources of information on school climate

further compound this problem. The majority of methods for measuring school

climate have mostly relied on school climate surveys, which typically take into

account the opinions of students, parents/guardians, and staff regarding a variety

of safety, engagement, teaching and learning, and environmental issues. Still, a

large portion of the empirical research relies on student reports (Bottiani et al.,

2020).

The need for school improvement initiatives that prioritize good

organizational and individual health is growing. Furthermore, a number of studies

show that universal interventions intended to support the health of individual and

organizational competencies must be coordinated with successful risk prevention

initiatives. Even though a state-level policy review on school climate that focused

on SEL and school violence from 2011 to 2017 indicated that there was a

noticeable increase in interest in school climate, there is still disagreement over

definitions, little emphasis on implementation science and the iterative process of

 14

improvement, and stark differences between what the research suggests will be

beneficial and existing practice and policy (Cohen et al., 2020).

Further longitudinal research is required to progress the field of school

climate, especially with experimental designs. We can now measure school

climate and account for variance across multiple levels of the school ecology much

more effectively thanks to multilevel modeling approaches and related software

programs, but more work remains before we can fully develop more sophisticated

analytical techniques that can distinguish between contextual and individual

variability in perceptions of school climate and intervention outcomes. Ultimately,

there is a critical need for enhanced measures that incorporate multiple viewpoints,

strike a balance between validity and efficiency, and take into account the various

aspects of school climate (Lindstrom Johnson et al., 2020).

Still, there are still a lot of gaps in the research and policy domains, and

school climate promotion is one area where a lot of these gaps exist. In addition to

crucial prosocial, character education, mental health promotion, and school climate

improvement goals that guide helpful and long-lasting improvement initiatives,

several groups have released recommendations regarding an efficient and

sustainable improvement process. A sustainable school/district improvement

process is supported by a number of concrete systemic, instructional, and

relational improvement steps that are the focus of very few state-level school

climate policies today (Cohen et al., 2020).

Discovered a correlation that was positive between improved school

structure and increased emotional and behavioral engagement. Other research,

which also highlighted cultural variations, affirmed the beneficial contribution of

school climate to the development of student engagement (Yang et al., 2020).

 15

Teachers' professionalism can be advanced by fostering a positive school

climate. enhance communication in light of the constant changes in the social,

economic, and technological spheres that have an ongoing impact on the school

climate (Mousena et al., 2020)

Additionally, effective risk prevention, health promotion initiatives,

enhanced student learning, academic achievement, higher graduation rates,

teacher retention, and positive child and youth development are all linked to a

positive school climate. The presence of a principal with a balanced leadership

style greatly strengthens the positive relationship between the school climate and

student achievement (Huang et al., 2021).

The researchers discovered that important factors that contribute to the

explanation of why schools are performing at varying levels are parental

perceptions and involvement. For instance, a recent study discovered that parents

of kids qualified for free or reduced-price lunches had a more favorable opinion of

the school climate than parents of kids not qualified (Berkowitz et al., 2021).

Parents' positive perceptions are critical because they are a major indicator of their

future involvement in their children's education and, ultimately, of their academic

success (Cayak, 2021).

Schools with challenging climates typically have higher absentee rates;

students who reported moderate and negative school climates were more likely to

attend schools with higher chronic attendance problems. Thankfully, there seems

to be a reciprocal relationship between these variables and attendance, with a

supportive school environment being one of the potential causes (Daily et al.,

2020).

Indicated that if schools want to raise students' academic achievement,

they should focus on improving the school climate and other relevant factors.
 16

School climate is a worthy target for long-lasting positive change, as evidenced by

a recent longitudinal study that found students who perceive achievement over

time their school climate more positively sustains higher academic (Daily et al.,

2020).

Cohen and Espelage (2020), there is a need to evaluate school climate in

light of a wider range of experiences that compromise students' sense of safety

and well-being. These experiences include micro aggressions, sexual harassment,

dating violence, and more extreme acts like homicide. They also include standard

instances of miscommunication and conflict.

Jackson (2020), a school's core values are standards of practice that

clearly describe how everyone will collaborate to achieve the school's vision and

goal. Several adjectives and features that are frequently mentioned when

describing schools with a favorable climate are also mentioned when describing

systems with teams of instructors with high collective efficacy.

Synthesis

School climate is a multifaceted concept encompassing the social,

emotional, and academic environment of a school. It influences various aspects of

student and teacher experiences, including their sense of belonging, engagement,

and overall well-being. Research indicates that a positive school climate is

associated with higher academic achievement, improved student behavior,

increased teacher satisfaction, and enhanced overall school effectiveness.

Studies highlight the importance of student and teacher perceptions in shaping

school climate. Positive relationships, a sense of safety, and supportive

interactions among students, teachers, and staff are key components of a positive

climate. Additionally, a school's core values and collective efficacy among teachers

play a significant role in shaping the overall climate.

 17

Efforts to improve school climate can lead to numerous benefits, including

increased student engagement, better academic outcomes, and a more positive

school culture. Strategies such as implementing School-Wide Positive Behavioral

Interventions and Supports (PBIS) and fostering relational trust among

stakeholders can contribute to a healthier school climate.

However, there are challenges in measuring and improving school climate,

including the need for valid and reliable assessment methods, addressing

disparities in perceptions among different groups, and ensuring that interventions

are implemented effectively and sustainably.

In conclusion, promoting a positive school climate is essential for

enhancing student and teacher well-being, improving academic outcomes, and

creating a supportive and inclusive learning environment. Efforts to improve school

climate should be holistic, involving all stakeholders and addressing the diverse

needs of the school community.

Theoretical Framework

This research study focusses upon relevant theories and concepts to

provide a robust framework for understanding the phenomenon being studied.

According to Coleman's Social Capital Theory (1988), schools with robust

social networks that are marked by reciprocity and trust typically have more

positive school climates, which improves academic and social outcomes. In order

to improve school safety and encourage positive behavior, which in turn improves

the general school climate, the Positive Behavioral Interventions and Supports

(PBIS) framework promotes proactive behavioral interventions.

According to Bronfenbrenner (1979), a child's microsystem and

mesosystem include their school environment. A nurturing and supportive school

 18

climate can have a positive interaction with home life to support a child's

development.

Conceptual Framework

The figure below presents the conceptual framework of the study,

Perceived School climate and its implication.

Input
Perceived school climate

Output
Implication

Figure 1. Conceptual Framework of the study

Figure 1 shows they conceptual framework of the study. It consists of the input and

output. The input consists of the perceived school climate. The output pertains to

the implication.

Examines the relationship between school climate and student

academic engagement. Their study explores how the perceived fairness of school

regulations, the quality of disciplinary practices, and the supportive relationships

between teachers and students influence student engagement in academic

activities. The findings suggest that a positive school climate characterized by

fairness, supportive relationships, and effective disciplinary practices fosters

greater academic engagement among students. This study aligns with your

conceptual framework by providing empirical evidence of the importance of

perceived school climate in shaping student outcomes. It supports the implication

 19

that fostering a positive school climate can have a significant impact on student

engagement and academic success (Del Toro et al., 2021)

Significance of the study

This study aimed to bring importance to the following.

Globally, this study contributes significantly to enhancing school climate on

an international scale by showcasing effective strategies such as Positive

Behavioral Interventions and Supports (PBIS) and restorative justice. By

emphasizing inclusive and supportive learning environments that foster student

well-being and academic success, the study promotes global standards and

collaboration among educational institutions worldwide. It underscores the

importance of cross-cultural exchange and advocates for universal approaches to

school climate management, transcending geographical boundaries to benefit

students globally.

Nationally, this study holds importance in advocating for policy reforms

that prioritize positive school climate initiatives within national educational

frameworks. It calls for the integration of evidence-based practices to improve

disciplinary practices, reduce disparities, and enhance educational outcomes

across diverse student populations. By advocating for comprehensive professional

development for educators and promoting equity in discipline policies, the study

aims to address systemic challenges and promote fairness in school

environments, ultimately fostering a more equitable educational experience for all

students nationwide.

Definition of Terms

For clarity and better understanding, terms used are hereby defined

operationally about the problem of the study.

 20

School Climate. Conceptually The term school climate refers to the overall

state and personality of school life. It includes a variety of elements, including

relationships, teaching and learning, safety, and the institutional setting (Wang &

Degol 2020)

operationally, school climate, researchers and educators can systematically

assess, understand, and work to enhance the overall quality of the school

environment. This can help create a more positive and supportive educational

setting, which can have a significant impact on student well-being, academic

performance, and overall school success.

 21

CHAPTER II

METHOD

This chapter to give support to the researcher concentrates on the

discussion of the research methods and procedures adhere to the researcher in

order to answer specific questions with posed investigation systematically.

Specifically with the, research design, research locale, respondents of the study,

research instruments, data gathering procedures, and statistical treatment of the

data used for the accurate data analysis and interpretation were explained in this

chapter.

Research Design

Descriptive research aims to accurately and systematically describe a

population, situation or phenomenon. It can respond to inquiries about what,

where, when, and how, but not why. A wide range of quantitative and qualitative

techniques can be applied to one or more variables in an experimental research

design in order to investigate cause and effect. In contrast to experimental

research, here the variables are merely observed and measured; no controls or

manipulations are made (McCombes, 2020).

Research Locale

This study was conducted at San Jose Elementary School Purok

Magsaysay Barangay San Jose Banga South Cotabato 9511 Philippines. The

school San Jose Elementary School (SJES) is one of the country's elementary

education institutions offering curricular programs based on the provisions of the

K-12 Program of the Department of Education starting. The school has a total of

580 students and 21 teachers from Kinder 2 to Grade 6.

 22

In addition, the researcher was motivated to choose this school. The study

aimed to determine the perceived school climate of San Jose Elementary school

teachers, and a research location.

Figure 2. The map of the Research Locale

Research Respondents and Sampling Technique

Based on the data gathered from the school registrar, there were a total

population of twenty-one (21) teachers who are officially employed in San Jose

Elementary School in School Year 2023-2024.

The researcher was used total enumeration. Total enumeration sampling, also

known as complete enumeration or census sampling, is a method where every

member of the population is included in the sample. This method is often used

when the population size is manageable or when a high level of accuracy is

required. Since every unit of the population is studied, the results are highly

accurate and reliable.

Research Instrument

The research instrument that the researchers utilized was an adopted and

modified questionnaires based on sample school climate survey. was constructed

 23

for the learner’s respondents. The questionnaire will be determined the perceived

school climate and its implication. The four check boxers were ranked as 4-

Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree

The questionnaire was adapted and modified from a survey questionnaire

Api/sample school climate survey and is being provided to the adviser and a panel

of experts for comments, changes, and recommendations on the context.

Data Gathering Procedures

In conducting the study, the researchers wrote a formal letter to the

principal of the school to ask permission about conducting of research. In the way,

the researcher explained the objective of the study to the teachers and distributed

the questionnaires. Thus, the answer of the respondents was record and tally. In

the line with this, it served as a basis of the data and will interpret with utmost

confidentiality. The research focused on the answers of the participants from the

prepared set of questions.

Statistical Tool

In analyzing and interpreting the result of the study, the researcher used a

statistical tool suited for the study. All gathered data were treated using the

following statistical tools:

To determine the perceived school climate and its implication frequency

distribution and weighted mean shall be used.

Ethical Considerations

Research ethics is very important to complete the research with

appropriate research guidelines; considering the ethical aspect of it, enough time is

given to the study's respondents so that they can describe their knowledge of

research questions. Respondents were informed that this study is voluntary and

have the right to refuse. The data was gathered through a survey questionnaire.
 24

With that confidentiality of the respondents is sustained strictly. Also, respect for

the self-worth of the respondent is ranked first. Privacy of individuals and

organizations joining in the research is also maintained. However, any type of

interaction in relation to the research should be done with honesty and clarity.
 25

Chapter 3

RESULTS

Presented in this chapter were the analysis of findings of the data gathered

from the research instruments used to determine the perceived school climate of

the teachers from San Jose Elementary School during the academic year 2023-

2024. It also implication drawn based on the results of the study.

 26

Table 1
Perceived School Climate
INDICATORS MEAN DESCRIPTION
1. Learners at this school are motivated to learn. 3.38 Strongly Agree
2. Teachers at this school encourage Learners to work hard so 3.81 Strongly Agree
they can be successful in college or at their chosen career.
3. Teachers work hard to help learners with their schoolwork 3.71 Strongly Agree
when they need it.
4. Teachers show how classroom lessons are helpful to learners 3.76 Strongly Agree
in real life.
5. Teachers give learners a chance to take part in classroom 3.81 Strongly Agree
discussions or activities.
6. This school is a supportive and inviting place for pupils to 3.86 Strongly Agree
learn.
7. Teachers go out of their way to help learners. 3.52 Strongly Agree
8. Teachers help learners catch up when they return from an 3.76 Strongly Agree
absence.
9. Teachers give useful feedback on learners activities. 3.86 Strongly Agree
10. The faculty and staff at this school treat all learners with 3.81 Strongly Agree
respect.
11. Learners treat teachers with respect. 3.29 Strongly Agree
12. The school rules are fair. 3.86 Strongly Agree
13. All learners are treated fairly when they break school rules. 3.57 Strongly Agree
14. This school clearly informs learners what would happen if they 3.76 Strongly Agree
break school rules.
15. The rules in this school are too strict. 2.86 Agree
16. It is easy for learners to get kicked out of class or get 2.62 Agree
suspended.
17. Learners get in trouble for breaking small rules. 2.95 Agree
18. Teachers are very strict at this school. 2.33 Disagree
19. The learners are well-informed about the school rules. 3.33 Strongly Agree
20. This school makes it clear how Learners are expected to act. 3.71 Strongly Agree
21. learners enjoy doing things with each other during school 3.67 Strongly Agree
activities.
22. Learners care about each other. 3.48 Strongly Agree
23. Learners treat each other with respect. 3.67 Strongly Agree
24. Learners get along well with each other. 3.62 Strongly Agree
25. This school encourages pupils to feel responsible for how they 3.57 Strongly Agree
act.
26. Learners are often given rewards for being good. 3.62 Strongly Agree
27. This school encourages Learners to understand how others 3.67 Strongly Agree
think and feel.
28. Learners are taught that they can control their own behavior. 3.67 Strongly Agree
29. This school helps learners resolve conflicts with one another. 3.71 Strongly Agree
30. This school encourages learners to care about how others 3.67 Strongly Agree
feel.
Composite Mean 3.53 Strongly Agree

Legend
Range Description Interpretation
3.26-4.00 Strongly Agree Highly Influencing
2.51-3.25 Agree Influencing
1.76-2.50 Disagree Less Influencing
1.00-1.75 Strongly Disagree Not Influencing at All
 27

Table 1 shows the perceived school climate of the elementary school

teachers at San Jose Elementary School during the academic year 2023-2024.

And among the given indicators, the indicators that garnered the highest mean

score of 3.86 states that the teachers strongly agree that San Jose Elementary

school is a supportive and inviting place for pupils to learn, the faculty and staff

treat all learners with respect, and the school rules are fair.

Moreover, the teachers also strongly agree on the following: teachers

encourage learners to work hard to be successful, teachers give learners a chance

to take part in classroom discussions and activities and the faculty and staff at this

school treat all learners with respect (3.81), teachers show how classroom lessons

are helpful in real life, teachers help learners catch up when they return from an

absence, and the school clearly informs learners what would happen if they break

school rules (3.76), teachers work hard to help learners with their schoolwork,

school makes it clear how Learners are expected to act and the school helps

learners resolve conflicts with one another (3.71), the learners enjoy doing things

with each other during school activities, learners treat each other with respect, the

school encourages Learners to understand how others think and feel, learners are

taught that they can control their own behavior and the school encourages learners

to care about how others feel (3.67), learners get along well with each other and

learners are often given rewards for being good (3.62), all learners are treated

fairly when they break school rules and the school encourages pupils to feel

responsible for how they act (3.57), teachers go out of their way to help learners

(3.52), learners care about each other (3.48), learners are motivated to learn
 28

(3.38), learners are well-informed about the school rules (3.33), and lastly, learners

treat teachers with respect (3.29).

It can also be seen in table 1 that the teachers agree that the learners get

in trouble for breaking small rules (2.95), the rules in the school are too strict

(2.86), and it is easy for learners to get kicked out of class or get suspended

(2.62).

Lastly, the elementary school teachers of San Jose Elementary School

disagree that they are very strict at the school which garnered the mean score of

2.33.

Furthermore, it can be gleaned in table 1 that in general, the teachers of

San Jose Elementary School during the academic year 2023-2024 strongly agrees

that they perceive their school climate to be excellent as it got a composite mean

score of 3.53.

IMPLICATION OF THE STUDY

This study focuses on the perceived school climate of teachers from San

Jose Elementary School during the academic year 2023-2024. And results showed

that the high mean scores across the indicators point towards a very positive

school climate at San Jose Elementary School. Teachers strongly agree that the

school fosters a supportive and respectful environment for students. This is evident

in their strong agreement with statements like "the school is a supportive and

inviting place for pupils to learn" and "faculty and staff treat all learners with

respect." These findings suggest a strong sense of community within the school,

where students feel valued and supported by both teachers and staff.

Teachers endorse the school's approach to promoting student learning and

positive behavior. They highly agree that teachers encourage participation,

connect lessons to real-life applications, and offer support to struggling students.

 29

Additionally, clear communication regarding expectations and consequences is

perceived positively. This suggests a well-structured learning environment that

prioritizes both academic achievement and positive social interactions.

The emphasis on respect and social-emotional learning is another positive

insight to be taken into consideration. Teachers report that the school encourages

empathy, conflict resolution, and understanding amongst students. This focus on

social-emotional skills can contribute to a more positive and productive learning

environment for all students.

However, there are areas for improvement. While teachers acknowledge

the existence of clear rules, they also indicate that some rules might be perceived

as overly strict. Additionally, the relatively low score for "teachers are very strict"

suggests a potential disconnect between teacher perception and student

perception of discipline.

Furthermore, the study reveals a strong foundation for a positive school

climate at San Jose Elementary School. Addressing concerns about rule strictness

and ensuring alignment between teacher and student perceptions of discipline

could further enhance the overall school environment.

 30

CHAPTER IV

DISCUSSION

This chapter presents the conclusion and recommendations based on the

gathered data about this study.

The study on the perceived school climate at San Jose Elementary School

during the academic year 2023-2024 indicates an overwhelmingly positive

environment, as evidenced by high mean scores across various indicators.

Teachers strongly agree that the school fosters a supportive, respectful, and

inclusive atmosphere where students feel valued and encouraged to succeed. The

emphasis on promoting positive behavior, academic engagement, and social-

emotional learning reflects a commitment to holistic student development.

However, the study also highlights areas for improvement, particularly in

addressing concerns about the perceived strictness of school rules and ensuring

alignment between teacher and student perceptions of discipline. By addressing

these areas, San Jose Elementary School can further enhance its already positive

school climate and create an even more conducive learning environment for all

students. Overall, the study underscores the importance of continuous evaluation

and refinement of school climate to support the holistic growth and well-being of

students and faculty alike.

The results align with several studies that emphasize the importance of a

positive school climate in enhancing academic performance and social-emotional

development. For instance, Coelho et al. (2020) highlight that PBIS (Positive

Behavioral Interventions and Supports) implementation has been associated with

reductions in problematic behaviors and enhanced academic engagement, which

in turn improves the school climate and student-teacher relationships. Similarly,

Crowley et al. (2021) noted that a positive school climate serves as a buffer
 31

against negative socio-emotional processes, contributing to better adolescent

health outcomes and reducing the impact of bullying and harassment.

Furthermore, the study by Jackson (2020) indicates that positive school

climates, characterized by connectedness among students and staff, are linked to

better academic and psychosocial outcomes. This is consistent with the findings at

San Jose Elementary School, where teachers perceive a strong sense of

community and mutual respect. Additionally, Reschly et al. (2020) underscore that

engaging students in building genuine relationships is critical for improving school

climate and reducing behavioral issues, which resonates with the teachers'

perception of the school’s supportive atmosphere.

Despite the overall positive perception of the school climate, some studies

present findings that highlight potential areas of contradiction. Clark et al. (2023)

emphasize that punitive tactics in behavior management can negatively impact

school climate, teacher-student relationships, and academic outcomes. While San

Jose Elementary School is perceived as having a positive climate, the concerns

raised about the strictness of school rules suggest that there may be elements of

punitive measures that could undermine the supportive atmosphere.

Moreover, Bottiani et al. (2020) argue that school climate assessments

often rely heavily on student reports, which can differ significantly from teachers’

perspectives. This discrepancy highlights the importance of considering multiple

viewpoints to gain a comprehensive understanding of the school climate. The

alignment between teacher and student perceptions of discipline at San Jose

Elementary School may not be fully aligned, suggesting a need for further

exploration and adjustment to ensure that the school climate is equally supportive

for both teachers and students.

 32

CONCLUSION

Therefore, researcher conclude that factors contributing to a very positive

perceived school climate at San Jose Elementary School are the supportive,

respectful, and structured environment. Teachers strongly agree that the school

promotes academic as well as socioemotional development, citing a sense of

community and good student-teacher relations. On the other hand, school rules

and disciplinary practices for students are very demanding and require revision so

that they are more explicit and fair. Further fine-tuning of these little issues will give

the best possible enhancements to the whole climate of the school toward being

more supportive and inclusive of both students and teachers.

RECOMMENDATIONS

Given the findings of consideration of the limitations of the study, it

recommended.

Globally, promote international forums where teachers, policymakers, and

researchers can collaborate in disseminating practices in supportive environments,

which the study identifies as one of the ingredients for excellent performance.

Alliance among schools globally through fliers in sharing strategies and resources

to come up with friendly and inclusive student school settings. Promulgate

universal standards that put a premium on the twin factors of inclusivity and equity

and the well-being of the student to suit the varying cultural and socio-economic

backgrounds globally found in educational settings. Research evidence-based

interventions—like PBIS and restorative justice practices—to adapt to new

methodologies for the betterment of student engagement and behavior

management within the diversity of educational systems.

 33

Locally, Infuse evidence-based practices such as PBIS and restorative

justice into the national educational curriculum. This can take that respectful

environment witnessed at San Jose Elementary School to an even stronger level

of support by ensuring full, comprehensive professional development of how to

effectively put into practice the teachers and help in building better school climates.

There has been value realized by teachers in a well-structured and supportive

environment. Systemic inequities: Revise practices and policies for fairness and

inclusivity toward all students. Address the sorting-out disparities in implementation

across student groups recognized in this study of strictness and its effects on

students. Help support systems with resources and training for teachers in forging

positive relationships, effectively managing student behaviors, and creating

conducive learning environments that allow students to drive academic success

and well-being.
 34

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APPENDIX A.1

LETTERS TO THE VALIDATORS

 40

APPENDIX A.2
 41

APPENDIX A.3
 42

APPENDIX A.4
 43

APPENDIX B.1

VALIDATION SHEET FOR THE RESEARCH QUESTIONNAIRE

 44

APPENDIX B.2
 45

APPENDIX B.3
 46

APPENDIX B.4
 47

APPENDIX C
RESEARCH QUESTIONNAIRE

SURVEY QUESTIONNAIRE
Ramon Magsaysay Memorial Colleges- Marbel, Incorporated
Prk. Waling-Waling, Arellano St. Zone II, Koronadal City (9506)
Tel No. (083) 228-2880
College of Teacher Education
_____________________________________________________________________________
SURVEY QUESTIONNAIRE ON THE PERCIEVED SCHOOL CLIMATE

Name(Optional): ________________________________________
Date: ____________
Instruction: Please indicate how much you agree or disagree with each of the statements below. Place a check mark ✓on the
response which best indicates how you feel about each statement. There are no right or wrong answers we’re interested in your
true feelings and response. All responds will be kept confidential.

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Composition 4 3 2 1
1. Learners at this school are motivated to learn.
2. Teachers at this school encourage Learners to work hard so they can be successful in college or at
their chosen career.
3. Teachers work hard to help learners with their schoolwork when they need it.
4. Teachers show how classroom lessons are helpful to learners in real life.
5. Teachers give learners a chance to take part in classroom discussions or activities.
6. This school is a supportive and inviting place for pupils to learn.
7. Teachers go out of their way to help learners.
8. Teachers help learners catch up when they return from an absence.
9. Teachers give useful feedback on learners activities.
10. The faculty and staff at this school treat all learners with respect.
11. Learners treat teachers with respect.
12. The school rules are fair.
13. All learners are treated fairly when they break school rules.
14. This school clearly informs learners what would happen if they break school rules.
15. The rules in this school are too strict.
16. It is easy for learners to get kicked out of class or get suspended.
17. Learners get in trouble for breaking small rules.
18. Teachers are very strict at this school.
19. The learners are well-informed about the school rules.
20. This school makes it clear how Learners are expected to act.
21. learners enjoy doing things with each other during school activities.
22. Learners care about each other.
23. Learners treat each other with respect.
24. Learners get along well with each other.
25. This school encourages pupils to feel responsible for how they act.
26. Learners are often given rewards for being good.
27. This school encourages Learners to understand how others think and feel.
28. Learners are taught that they can control their own behavior.
29. This school helps learners resolve conflicts with one another.
30. This school encourages learners to care about how others feel.
Api. (n.d.-b). sample school climate survey. Scribd. https://www.scribd.com/document/405464125/sample-school-climate-
survey?fbclid=IwAR3d8dCMT5izVWxymq0MjOEsV0LAF3t42m2oJC5BIaYU4S8SzmPIKj5YAJ0
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APPENDIX D
SUMMARY OF VALIDATORS RATING ON QUESTIONNAIRE
RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Purok. Waling-waling, Arellano Street, Brgy Zone II, Koronadal City
Tel. No.: (083) 228 – 2880

COLLEGE OF TEACHERS EDUCATION

RATING OF THE RESEARCHER INSTRUMENT

NAME OF EXPERT VALIDATOR AVERAGE RATING DESCRIPTION

Christian Jay P. Fajartin, PhD. 4.71 Excellent

Fernando P. Lagradilla, MIM 4.14 Very Good

Nathaniel F. Bangoc, PhD. EM 4.57 Excellent

GENERAL AVERAGE 4.47 Very Good

Legend:
4.50 – 5.00 - Excellent
3.50 – 4.49 - Very Good
2.50 – 3.49 - Good
1.50 – 2.49 - Fair
1.00 – 1.49 - Poor
 49

APPENDIX E.1

LETTER OF PERMISSION TO CONDUCT STUDY

 50

APPENDIX E.2
 51

APPENDIX F
LIST OF VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Purok Waling-Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 228-2880

COLLEGE OF TEACHER EDUCATION

CHRISTIAN JAY P. FAJARTIN, PhD

College Instructor

Ramon Magsaysay Memorial Colleges Marbel Incorporated

FERNANDO P. LAGRADILLA, MIM

College Instructor

Ramon Magsaysay Memorial Colleges Marbel Incorporated

NATHANIEL F. BANGOC, JR., PhD. EM

Part time Instructor

Ramon Magsaysay Memorial Colleges Marbel Incorporated

ARNEL R. ROSANO, LPT

College Instructor

Ramon Magsaysay Memorial Colleges Marbel Incorporated

 52

APPENDIX G

CERTIFCATE OF APPEARANCE
 53

APPENDIX H
CERTIFICATE OF GRAMMARIAN

RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Purok Waling-Waling, Arellano Street, Koronadal City, South
Cotabato
Tel. No.: (083) 228-2880

COLLEGE OF TEACHER EDUCATION

CERTIFICATE OF GRAMMARIAN

This is to certify that the undersigned research entitled “PERCEIVED

SCHOOL CLIMATE AND ITS IMPLICATIONS” by FRANCIS JOHN D.

MAGSIPOC aligned with the set of structural rules that govern the composition of

sentences, phrases, and words in the English language.

Signed this at Ramon Magsaysay

Memorial Colleges Marbel Incorporated, Purok Waling-Waling Arellano Street,

Koronadal City, South Cotabato.

Signed by:

Grammarian
 54

APPENDIX I
LETTER TO STATISTICIAN

RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Purok Waling-Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 228-2880

COLLEGE OF TEACHER EDUCATION

STATISTICIAN’S CERTIFICATE

This was to certify that the undersigned research entitled “PERCEIVED

SCHOOL CLIMATE AND ITS IMPLICATIONS” by FRANCIS JOHN D.

MAGSIPOC have been statistically reviewed.

Signed this 7th day of March in the year 2024 at Ramon Magsaysay

Memorial Colleges Marbel Incorporated, Purok Waling-Waling Arellano Street,

Koronadal City, South Cotabato.

Signed by:

CHRISTIAN JAY P. FAJARTIN, PhD

Statistician
 55

APPENDIX J
TALLY SHEET
RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Purok. Waling-waling, Arellano Street, Brgy Zone II, Koronadal City
Tel. No.: (083) 228 – 2880
 56

PICTURES OR PROOFS OF CONDUCT

 57

CURRICULUM VITAE

FRANCIS JOHN D. MAGSIPOC

Prk. Malipayon Brgy. Rizal Pob.
Banga, South Cotabato, 9511
Contact No.: 09486557659
Email Add.: islurpeekkier@gmail.com
Student No.: 2110410006

PERSONAL INFORMATION:

Place of Birth : Brgy. Reyes Banga South Cotabato

Age : 24 years old
Sex : male
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Ethnicity : Hiligaynon
Father : Francisco S. Magsipoc
Mother : Nira D. Magsipoc

EDUCATIONAL INFORMATION
Elementary : Brgy rizal Elementary School
Prk. Malipayon Brgy. Rizal Pob Banga, South
Cotabato Graduated (2006-2011)

Secondary : D.Q. Liwag Integrated School – Junior High

Lico 2 Vinzons, Camarines Norte, Bicol
Graduated (2011-2015)
Banga National High School – Senior High
Brngy. Benitez, Banga, South Cotabato
Graduated (2016 – 2018)

Tertiary : Ramon Magsaysay Memorial Colleges-Marbel, Inc.

Purok Waling-Waling, Arellano Street, Brgy. Zone II,
Koronadal City
(2021-Present)

Course : Bachelor of Elementary Education – Generalist

58