THE IMPACT OF SCHOOL CLIMATE AND TEACHERS’ PERFORMANCE TO STUDENTS’ ACADEMIC ACHIEVEMENT

Educational Administration

This study investigated the relationship between school climate, teacher performance, and student academic achievement in public senior high schools in Pantukan District, Davao de Oro. Anchored on Bronfenbrenner’s Bio-Ecological Systems Theory, it assessed school climate across six domains, teacher performance via IPCRF ratings, and student performance through General Weighted Averages (GWAs). A quantitative, descriptive-correlational design was employed, involving 109 teachers and 361 Grade 12 students from eight schools. Data were gathered using validated survey instruments and official records, and analyzed using descriptive statistics, Pearson’s correlation, and multiple linear regression. Results showed that school climate was rated high in all domains, teacher performance was outstanding, and student performance was very satisfactory. A low but significant positive correlation was found between school climate and student performance, while teacher performance showed no significant relationship with student performance. No school climate domain significantly predicted academic outcomes. The findings suggest that while a positive climate and strong teacher performance are vital, they must be coupled with targeted instructional strategies and learner-centered interventions to meaningfully improve academic achievement.

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