SCHOOL CLIMATE AND TEACHER SUPPORT AS PREDICTORS OF ACADEMIC PERFORMANCE

Educational Administration

This study was conducted in response to the need to understand how school climate and teacher support influence students’ academic performance in public secondary schools. It aimed to determine whether school climate and teacher support significantly predict academic performance among Senior High School learners. A quantitative descriptive-correlational research design was employed involving 159 Senior High School students from selected public secondary schools in Maragusan, Davao de Oro. The study utilized adapted standardized questionnaires on school climate and teacher support, while academic performance was measured using students’ second semester general average obtained from official school records. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that both school climate and teacher support are significantly related to academic performance, and both variables significantly predict students’ academic outcomes. The results further indicate that students who experience a positive school environment and strong teacher support tend to achieve higher academic performance. The study concludes that school climate and teacher support are important factors in improving learners’ academic success. It is recommended that schools strengthen programs that promote supportive environments and positive teacher-student relationships.

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