WOLAITA SODO UNIVERSITY

GRADUATE STUDIES DIRECTORATE

THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND STUDENT

ACADEMIC ACHIEVEMENT IN THE SECONDARY SCHOOLS OF
WOLAITA ZONE

MA THESIS
BY
DAWIT BALLA

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
PROGRAM: MA IN EDUCATIONAL LEADERSHIP AND
MANAGEMEENT

ADVISOR: DEMISSIE DALELO (Ph.D.)

JAN, 2023

WOLAITA SODO, ETHIOPIA

 WOLAITA SODO UNIVERSITY
GRADUATE STUDIES DIRECTORATE

THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND STUDENT

ACADEMIC ACHIEVEMENT IN THE SECONDARY SCHOOLS OF
WOLAITA ZONE

A THESIS SUBMITTED TO THE COLLEGE OF EDUCATION AND

BEHAVIORAL STUDIES GRADUATE STUDENTS DIRECTORATE
WOLIATA SODO UNIVERSITY

BY
DAWIT BALLA

ADVISOR: DEMISSIE DALELO (Ph.D.)

JAN, 2023

WOLAITA SODO, ETHIOPIA

 APPROVAL SHEET

THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND STUDENT ACADEMIC

ACHIEVEMENT IN THE SECONDARY SCHOOLS OF WOLAITA ZONE

Submitted by:

DAWIT BALLA __________________ ________________

Name of Student Signature Date

Approved by:
1. Dr. Demissie D. __________________ ________________
Advisor Signature Date
2. ___________________ __________________ ____________
Evaluator/Examiner Signature Date
3. ___________________ __________________ ____________
Chairman, DGC Signature Date
4. ___________________ __________________ _____________
Name of PG Coordinator Signature Date
5. __________________ __________________ ______________
Name of Director, GSD Signature Date

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 DECLARATIONS
By my signature below, I declare and affirm that this thesis is my own work. I have
followed all ethical principles of scholarship in the preparation, data collection, data
analysis and completion of this thesis. All scholarly matter that is included in the thesis has
been given recognition through citation. I affirm that I have cited and referenced all
sources used in this document. Every serious effort has been made to avoid any plagiarism
in the preparation of this thesis.

This thesis is submitted in partial fulfillment of the requirement for a degree from the
Graduate Studies Directorate of Wolaita Sodo University. The thesis is deposited in the
University Library and is made available to borrowers under the rules of the library. I
solemnly declare that this thesis has not been submitted to any other institution anywhere
for the award of any academic degree, diploma or certificate.

Brief quotations from this thesis may be used without special permission provided that
accurate and complete acknowledgement of the source is made. Requests for permission
for extended quotations from, or reproduction of, this thesis in whole or in part may be
granted by the Dean of the School or Head of Department or the Director of the Graduate
Studies when in his or her judgment the proposed use of the material is in the interest of
scholarship. In all other instances, however, permission must be obtained from the author
of the thesis.

Name:_______________________________
Date:_______________________________ Signature:_________________
School/Department: _____________________

ii
 ACKNOWLEDGEMENT
First of all I want to greatly acknowledge my advisor Demissie Dalelo (Ph.D.) who devoted his
time, commitment, unfailing encouragement, valuable guidance and constructive comments
useful to carry out this research.
My deepest gratitude also goes to students, teachers, school principals and supervisors of
sampled schools who devoted a substantial part of their time in completing the survey
instruments and providing all the necessary information. Without their generous participation,
this study would not have been realized.

Next, my heartfelt gratitude also goes to my families in general and my wife Hirut Bandaw, my
daughter Tsenukal Dawit in particular.

My unreserved thanks also goes to my friends for supporting how to enter the data into SPSS and
providing support for the accomplishment of this research work and others who gave moral and
financial support to carry out this research.

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 ABBREVIATIONS
AP:- Academic Press
BPR:- Business Process Re-Engineering
BSC:- Balanced Score Card
CL:- Collegial Leadership
CE:- Community Engagement
EGSLCE: - Ethiopia General School Leaving Certificate Examination
GEQIP:- General Education Improvement Package
MOE: – Ministry of Education
OCDQ :-Organizational Climate Descriptive Questionnaire
OHI:- Organizational Health Inventory
SCI :- School Climate Index
SES :- Socio Economic Status
SIP: – School Improvement Program
TP:- Teacher Professionalism

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 TABLE OF CONTENTS
Contents Pages

APPROVAL SHEET........................................................................................................................i
DECLARATIONS..........................................................................................................................ii
ACKNOWLEDGEMENT..............................................................................................................iii
ABBREVIATIONS........................................................................................................................iv
TABLE OF CONTENTS................................................................................................................v
LISTS OF TABLES.....................................................................................................................viii
LIST OF FIGURES........................................................................................................................ix
ABSTRACT....................................................................................................................................x
CHAPTER ONE..............................................................................................................................1
1. INTRODUCTION....................................................................................................................1
1.1. Background of the Study...................................................................................................1
1.2. Statement of the problem......................................................................................................5
1.3. Research questions................................................................................................................6
1.4. Objective of the study...........................................................................................................7
1.4.1. General Objective...........................................................................................................7
1.4.2. Specific Objectives.........................................................................................................7
1.5. Significance of the Study......................................................................................................7
1.6. Delimitation of the Study......................................................................................................8
1.7. Limitations of the Study........................................................................................................8
1.8. Definitions of key terms........................................................................................................9
1.9. Organization of the study......................................................................................................9
CHAPTER TWO...........................................................................................................................10
2. REVIEW OF RELATED LITERATURE.................................................................................10
2.1. Introduction.........................................................................................................................10
2.2. The definition and concept of school climate.....................................................................10
2.3. Dimensions of School Climate...........................................................................................12
2.3.1. Safety Dimension of School climate............................................................................12
2.3.2. Academic Dimension of school Climate......................................................................13
2.3.3. Community Dimension of School Climate..................................................................15
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 2.3.4. Institutional environment Dimension of School Climate.............................................16
2.4. Relationship between school climate and student achievement.........................................17
2.5. Factors affecting student achievement................................................................................18
2.6. School climate studies.........................................................................................................19
2.6.1. School...........................................................................................................................19
2.6.2. The effect of school size on student academic achievement........................................20
2.6.3. Climate as a Metaphor..................................................................................................22
2.6.4. Improving the school climate.......................................................................................23
2.7. Healthy school climate........................................................................................................26
2.8. Unhealthy School Climate..................................................................................................27
2.9. School Climate and Student Achievement..........................................................................27
2.10. Why Does School Climate Matter?..................................................................................28
2.11. Teachers’ and Students’ View of School Climate............................................................28
2.12 Conceptual frame work of the study..................................................................................30
CHAPTER THREE.......................................................................................................................31
3. RESEARCH DESIGN AND METHODOLOGY.....................................................................31
3.1. Design of the Study.............................................................................................................31
3.2. Research Method.................................................................................................................31
3.3. Study Area...........................................................................................................................31
3.3. Population of the study.......................................................................................................32
3.4. Sample Size and Sampling Techniques..............................................................................32
3.5. Data Gathering Instruments................................................................................................33
3.5.1. Questionnaires..............................................................................................................33
3.5.2. Interview.......................................................................................................................34
3.5.3. Document analysis (Archival data)..............................................................................34
3.6. Procedures of data Collection.............................................................................................34
3.7. Pilot Test.............................................................................................................................34
3.7.1 Reliability of the instrument..........................................................................................34
3.7.2 Validity of the instrument..............................................................................................35
3.8 Method of data analysis.......................................................................................................36
3.9. Ethical consideration...........................................................................................................36

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CHAPTER FOUR.........................................................................................................................37
4. DATA PRESENTATION, ANALYSIS AND INTREPRETATIONS.................................37
4.1. Demographic characteristics of the respondents.................................................................37
4.2. School climate dimensions..................................................................................................38
4.3. Students’ academic achievement........................................................................................54
4.4. Correlation Analysis...........................................................................................................59
4.5 Regression Analysis.............................................................................................................63
CHAPTER FIVE...........................................................................................................................71
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..........................................71
5.1. Summary.............................................................................................................................71
5.2. Conclusions.....................................................................................................................74
5.3. Recommendations...........................................................................................................75
REFERENCES..............................................................................................................................77
APPENDIX A................................................................................................................................86
APPENDIX B................................................................................................................................94
APPENDIX C................................................................................................................................99

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 LISTS OF TABLES
Table 1: Sample size of the study
Table 2: Coefficients of Reliability for the items
Table 3: Responses of respondents on their Demographic characteristics
Table 4: Teachers and students responses on safety dimension of school climate
Table 5: Teachers and Students responses on Academic dimension of school climate
Table 6: Teachers and Students responses on community dimensions of school climate
Table 7: Teachers and Students responses on Institutional environmental dimensions of school
climate
Table 8: Teachers and Students responses on students’ Academic achievement
Table 9: Document analysis on students’ academic achievement of Ethiopian University
Entrance Exam result (2014 E.C) of sample schools
Table 10: Correlation Analysis
Table 11: Presents regression results on the predicts of students’ academic achievement
Table 11.1: Regression analysis Model Summary
Table 11.2: ANOVA
Table 11.3 Regression analysis coefficient a
Table 12: Teachers and Students responses on teachers’ perceptions as measured by School
climate index

LIST OF FIGURES
Figure 1: Conceptual framework

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 ABSTRACT

The purpose of this study is to explore the relationship between school climate and
students’ academic achievement in government secondary schools of Wolaita Zone. The study

ix
used correlation research design to study the problem .The study also used sequential
exclamatory mixed research method. The study employed both primary and secondary data
sources. Primary data was collected through questionnaires and interviews. To get secondary
data, all available documents of students’ academic achievement were reviewed. A total of 235
teachers and 349 students were selected to be included in this study by using simple random
sampling method. On the other hand 7 principals and 7 supervisors available in sample school
were selected using census sampling method. Semi-structured interview was used to gather in-
depth qualitative data from principals and supervisors of the school. The data obtained through
questionnaire, which were liable to quantitative analysis were coded and entered into SPSS
version 21 and analyzed using descriptive statistics, frequency count, percentages, means and
standard deviations followed by inferential statistics such as independent t-test, Pearson
correlation coefficient(r),and multiple regression analysis. Qualitative data gathered through
interviews were analyzed qualitatively through descriptive narration. The finding of the study
were: school climate to some degree affects students’ academic achievement; there is
significant relationship between school climate and students’ academic achievement and the
school climate was not conducive as it was expected to be in sampled secondary schools.
Conclusion: the school climate in sample school was not conducive as it was expected to be.
Hence, it affects students’ academic achievement in sampled schools. Recommendation of the
study: as a school climate affects students’ academic achievement, the school leaders together
with stakeholders should work hard to improve school climate in such a way that it positively
influences the improvement of students’ academic achievement in the sampled schools.

Key word: School Climate, Academic Achievement, Relationship

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 CHAPTER ONE
1. INTRODUCTION
This chapter includes background information, statement of the problem, objective, significance,
and delimitation, limitation of the study and organization of the study.

1.1. Background of the Study

The Ethiopian education system involves primary (grades 1–8), secondary (grades 9–12) levels,
similar to any other educational system. Students have the chance to take the national test known
as the Ethiopian Higher Education Entrance Certificate Examination (EHEECE). Some
secondary schools in Wolaita zone do better than others in the grade 12 national examination
score. When we take a deeper look at this circumstance, we recognize that there is a significant
achievement gap in secondary schools. The discrepancy in academic accomplishment may be
caused by a number of factors, of which is pupils' cognitive abilities. However, studies show that
cognitive capacity only partially explains the discrepancy in academic attainment (Hilliard,
1994). Undoubtedly, a number of additional elements inside and outside the school that are
unrelated to the students may have an impact on kids' academic achievement and, in turn, the
efficacy of the school. Some of these elements include the school climate (Vasquez, 2012;
Geleta, 2017; Bergren, 2014; Okendo et al, 2013; Odeh, Oguche et al., 2015; Solomon, Dagnaw
2014). the impact of school resources or facilities (Greenwald, Hedges et al., 1996; Schneider
2002), the qualification, experience, and dedication of teachers (Park, 2005; Ajani & Akinyele
(Lamdin, 1996).

Educators have provided the succinct description of school atmosphere for the past 100 years.
Education didn't start studying school atmosphere systematically until the 1950s. A research
tradition that continued to this day was prompted by the creation of instruments for measuring
school climate that are based on science. It is clear that a specific school's atmosphere has an
impact on students’ performance and effectiveness as well as that of the school com munity as a
whole. According to the school council, (2007) school climate refers to the standard and nature
of school life. Additionally, Okendo et al. (2013) clearly stated that there are positive and
negative school climate that affect student performance.

1
Students can do better when there is a positive school atmosphere because it supports them
ethically, physically, and intellectually. Negative school atmosphere, on the other hand, cannot
lead to school improvement or better school effectiveness and indicates that the school is
underfunded or lacks necessary physical resources, encouraging relationships, or successful
learning. School climate with a favorable atmosphere encourage learning, whereas those with a
negative climate hinder learning and cause students to become dislike certain topics and the
school as a whole. The scholar in this instance had positive experiences at a number of schools in
the Wolaita Zone. Many schools, especially those that have just opened, have encountered a
number of problems, including a small schoolyard where students can hardly play any games, a
lack of laboratory space and resources, a lack of administrative offices, a poor water supply, an
absence of clean restrooms, noise and sound pollution, etc. All of these and other restrictions on
the schools have a negative impact on student interactions and weaken relationships within the
school community.

Academic achievement are influenced by a variety of different variables, including

socioeconomic status (SES), the school's setting, student attendance, behavior, the size of the
school, and the parents' educational levels (Bergren and Alexander, 2014). Although the
influence is minimal, school size is identified as one of the factors that have a detrimental impact
on kids' academic attainment. However, on the other side, larger schools performed better than
smaller ones Breger (2014). Additionally, there are schools in the Wolaita zone that are larger
yet do better, necessitating more research.

As was already noted, a variety of factors influence pupils' academic success. Additionally, a
recently expanding body of literature in Ethiopia has shown that aspects of school climate, such
as safety dimension, academic dimension, community dimension and institutional environmental
dimension have a significant impact on student achievement (Hoy, Hannum and Tschannen-
Moran, 1998). In relation to this, investigations on a comparable school atmosphere construct
have also been carried out in poor nations, and the findings had virtually a similar outcome.
Vasquez (2011) in secondary schools in Belize, Abeya (2017) in Ethiopian secondary schools,
Woldegerima and Dagnew (2014) in secondary schools in Okendo et al. (2013) in secondary
schools in Kenya, Oguche et al., (2015) in Nigerian secondary schools. Other elements that
influence students' academic achievement include family income, occupation, and educational

2
attainment (Chevalier, Harmon, O'Sullivan, & Walker, 2013; Altun, 2017), school facilities
(Earthman et al., 2002), and teachers' elements (attitudes, beliefs, tolerance, and training), which
contribute to a positive school climate and have a significant impact on students' academic
achievement (Sherman, 2007; Negassa, 2014).

Although research has shown that school atmosphere has a significant impact on students'
academic performance, the factors used to define school climate are inconsistent and non-
uniform. As an illustration, research on school climate that used relationships between teachers,
students, and principals as climate constructs discovered that all of them were predictors of
mathematics and physics success, albeit there were some differences in the magnitudes of
prediction. The principals' ratings were the strongest predictors of math and physics success out
of all of the evaluations. The results of their study also showed that a positive school climate was
linked to good student achievement when judged by teachers and administrators, but not when
measured by students (Kozina, Roman, Pere, & Leban, 2010). The results of this study indicated
that, regardless of how positive a school's climate may be, it will be difficult to achieve the
desired level of academic achievement for students unless extra effort is made by all parties
involved to fully engage and motivate students to their learning activities. Finding strategies to
inspire pupils to realize their full potential is one of the most crucial tasks that schools in general
and parents in particular should play in this respect. Several colleges have attempted to motivate
students by utilizing both intrinsic and extrinsic motivation (Walter, 2014). However, a variety
of influences, including friends, parents, and even the media, particularly television shows (like
"Kana," athletics), have a significant impact on pupils' conduct. Therefore, it might be
challenging to inspire kids in the classroom as a result of these and other issues. Additionally,
little or no work opportunities may also be a significant impact in students' poor perceptions of
their ability; in reality, this is connected to effective governance. Graduated students with
adequate competence become inactive and constantly preoccupied with job hunting, while others
with the same, or even less skill, have the chance to participate in activities in which they are
engaged and accumulate.

It is obvious that students, staff, parents and the community can be affected by school climate.
Numerous researchers have shown that, positive school climate has a major impact on the
success of all students in the school. Furthermore, positive school climate and other important

3
dimensions of school success such as academic achievement, high morale, stuff productivity and
effective management have a link between them (Kapan, 1987). However, majority of students
in Wolaita Zone in general and study area in particular are far reaching from what we call high
morale, however, it might have various reasons. Additionally, from the researcher common
experience, in schools where there is favorable learning environment, the interaction between
and within students, teachers, principals and the school community has become very smooth; and
moreover, wasting of periods, dropout rates and problems related to student misbehaviors will be
minimal.

Dagnaw (2014) discovered that there is a supportive environment for the teaching and learning
process in his research of how school climate affects students' academic progress in secondary
schools in Wolaita zone. He said that there is a connection between student academic success
and school atmosphere. However, some other researchers use the four school climate dimensions
(safet dimension, academic dimension, community dimension and institutional dimension) as a
school climate constructs, and still others take into account some other dimensions such as the
social or emotional environment, the learning environment. Dagnaw considers the teacher-
student relationship, students-peer relationship, administration of the school, security, and
maintenance of the school. From this, therefore, the researcher realizes that it is hardly possible
to reach at one conclusion on the effect of school climate on students ‘academic achievement
(Berkowitz, Moore, Astor, & Benbenishty, 2017). Over the years, researchers have realized that
many of the subscales that exist in both frameworks overlap and can be combined to form
consolidated frameworks. The Open Schools Framework (Halpin and Croft, 1963) and the
Healthy Schools Framework (work of Hoy and his colleagues, Hoy & Clover, 1986; Hoy &
Forsyth, 1986; Hoy & Miskel, 1991; Hoy, Tarter & Kottkamp, 1991) were combined by
Tschannen-Moran, Parish, and Dipaola (2006) researchers to create a consolidated framework
known as the School Climat (SCI). This freshly created paradigm examines how relationships in
a school relate to safety dimension, academic dimension, community dimension and institutional
dimension.

4
1.2. Statement of the problem

Although the MOE is now undertaking a number of school reform initiatives at all levels of
schools, it is frequently reported by school employees and the general public that the secondary
schools in the Wolaita zone lack a conducive and orderly learning environment. According to
studies, a pleasant school atmosphere is linked to improved student learning and academic
success, higher graduation rates, teacher retention, reduced rates of high school suspensions, and
decreased student absenteeism. (Gottfredson & Gottfredson, 1989) (Lee, Cornell, Gregory &
Fan, 2011). According to Gregory et al. (2010), a positive school climate contributes to less
aggression and violence, less harassment, and a protective factor for young people's learning and
positive life development. It also mitigates the detrimental effects of the socioeconomic context
on academic success (Astor, Benbenisty, & Estrada, 2010). Studies show that in addition to these
factors, the atmosphere of the school has an impact on students' academic performance, personal
growth, and general well-being (Haahr, Nielsen, Hansen, & Jakobsen, 2005; OECD, 2009). As a
result, school environment has a direct impact on students' academic success, and a pleasant
school atmosphere not only helps students succeed right away but also seems to have a long-term
impact (Hoy, Hannum, & Tschannen-Moran, 1998).

The learning environment in schools and student success might vary depend on the school
climate. In order to improve the teaching-learning processes and make it easier to meet the goals
of the schools, it is essential that principals and teachers work to create a welcoming, organized,
and pleasant school atmosphere. Studying school atmosphere, according to researchers in the
area, can help us better understand and improve how schools operate (Hoy and Miskel, 1997).
The impact of socioeconomic status is a major focus of early research on students' academic
ability. The body of research has demonstrated that this element is connected to and does have an
impact on student accomplishment (Barton, 2004; Klinger, 2000; Malecki & Demaray, 2006;
Willie, 2001). However, data from other research suggests that student success is not primarily
influenced by socioeconomic background. Additional outside variables that are significant in
affecting academic achievement have been discovered (Barnard, 2004; Oppdenaker & Damme,
2001; Uline & Tschannen-Moran, 2008).

5
Many factors can affect the quality and character of school life. There is no consensus on the
dimensions of school climate (Wang, et.al. 2016). The elements that comprise a school's climate
are wide-ranging and complex. However, the factors that shape school climate are grouped into
four main dimensions. These dimensions are: safety, teaching and learning (academic climate),
relationships (community climate), and the environment (Wang, Ming, Degol & Jessica, 2016).

The previous study conducted by Tamirat Kuma (2022) on title the association of school
environment and students’ academic performance in secondary schools of Wolaita Zone. He
found that there is significant relationship between school environment and students’ academic
performance and cultural components of school environment more affects students’ academic
performance than the physical, psychological and social school environment in secondary
schools. The study conducted by Geremew Sime (2018) on title problems influencing academic
performance of students in government secondary schools of wolaita zone. He found that,
students learning motivation, their attitude towards learning, parental encouragement,
socioeconomic status and school conditions affect their academic performance. However, these
studies didn’t emphasize on the relationship between school climate and students’ academic
achievement. This study is thus; try to investigate how an organizational school climate
dimension affects student achievement in the Wolaita zone educational context. It seeks to find
out whether school climate facilitates or hinder students’ academic achievement in Wolaita zone
secondary schools.

1.3. Research questions

1. What is the effect of school climate on students’ academic achievement in secondary
schools of wolaita zone?

2. What is the relationship between school climate and students’ academic achievement?
3. How conducive are secondary schools perceived by Teacher measured by school climate
index?

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1.4. Objective of the study

1.4.1. General Objective

The overall goal of this study is to examine the type and strength of relationship between school
climate and student achievement, as well as to investigate how much the four school climate
dimensions actually influence students' academic performance in secondary schools of wolaita
zone.

1.4.2. Specific Objectives

The specific objects of this study are as follows:

1. To explorer the effect of school climate on students’ academic achievement in secondary

schools of Wolaita zone.
2. To determine whether there is relationship between school climate and student’s academic
achievement in secondary schools of Wolaita zone.
3. To investigate the conduciveness of secondary schools perceived by Teacher measured by
school climate index?

1.5. Significance of the Study

Many schools in Wolaita zone in general are suffering from delivering quality education to
enhance student achievement. Therefore, the study will have the following significance for
concerned stakeholders: The increased emphasis on quality education and student achievement is
causing many schools to engage in an assessment to determine how best to improve student
performance. This study will highlight one aspect of education that leaders can examine in their
schools, if their purpose is to improve the school effectiveness. This study will provide important
information to school leaders and educators as it will give them an additional opportunity to
consider when looking at factors that can possibly influence student academic achievement.
Furthermore, this information becomes very useful in the planning process particularly in school
improvement plan for the fact that the study will focus on four different subscales of school
climate dimensions (safety dimensions, academic dimensions, community dimensions and
institutional environmental dimensions). Any school principal can consider each of these

7
dimensions during the time of developing school improvement plan. Nebiyu (2015) has
explained that, the present situation requests a highly encouraging and participatory school
climate. Therefore, this research will play a paramount importance to get awareness about school
climate and will help school leaders to improve their administrative and academic performance.

1.6. Delimitation of the Study

Conceptually this study was delimited to investigate the relationship between school climate and
students’ academic achievement. Thus, the four school climate dimensions (safety dimensions,
academic dimensions, community dimensions and institutional environmental dimensions) and
their impact on students’ academic achievement in government secondary schools of Wolaita
Zone were the main concern of this study. Geographically this study was delimited to selected
secondary schools of Wolayta zone. There are 16 woredas and 7 Town Administrations in
wolaita Zone. Due to different constraints such as time and constraints of financial resource the
researcher conducted the study only in seven selected secondary schools of wolayta Zone.
Moreover methodologically this study was delimited to qualitative and quantitative research
approach.

1.7. Limitations of the Study

This study faced some limitations. The first of all is shortage of time. This is because the
researcher was delivering his teaching duty in school while conducting this study. The second
limitation was financial constraints. Because the researcher self-sponsoring his all educational
costs. The other limitation was most teachers, some secondary school principals and vice-
principals were too busy to respond to questionnaires and interviews and return by the time table
set to collect. However, an attempt was made by the researcher to influence them respond at their
convenient time and make the study as complete as possible. Rather than extending the time set
for collecting data, the finding of the study was not potentially influenced by the limitations.

8
1.8. Definitions of key terms
Academic achievement: is the score of students on grade 12 national examination as measured
by EHEECE.
Negative school climate: tied to multiple negative outcomes for students and has been shown to
exacerbate harmful behavior and diminish performance, neglecting to purposefully address
issues related to school climate may result in missed opportunities for student success and
improved well-being (Ripsy & Gregory,2009).
Positive school climate: associated with better student academic achievement, graduation, and
behavioral outcomes, and has been the target of several recent initiatives for school reform
(Ripsy & Gregory, 2009).
School climate: is a set of internal characteristics that distinguishes one school from another as
perceived by teachers which includes the four school climate Dimensions (safety dimensions of
school climate, academic dimensions of school climate, community dimensions of school
climate and institutional environmental dimensions of school climate).
Secondary school: refers to the school system established to offer four years of general
education (grade 9-12)

1.9. Organization of the study

This thesis is organized in five chapters. The first chapter is dedicated to introduction, bodied
background of the study, statement of the problem, significance of the study, delimitation and
limitation of the study. The second chapter deals with review of the related literature. The third
chapter presents the research design and methodology. The fourth chapter deals with data
presentation, analysis and interpretation. The fifth chapter deals with summery, Conclusion and
recommendation.

9
 CHAPTER TWO
2. REVIEW OF RELATED LITERATURE

2.1. Introduction
The focus of this literature review is mainly addressing the study‘s basic question: Does school
climate affect student academic achievement in Wolaita zone secondary schools? It provides the
definition, concept and some other issues related to school climate and explain how it affects
student academic achievement. Numerous Research studies have shown that, school climate is
linked to: student interpersonal relationship and student-teacher relationship (Roberts, 2007),
school division climate and student achievement (smith, 2005), teachers commitment (Raman,
Ling, & Khalid, 2015), teachers motivation (Nebiyu, 2015), student conduct and socio-emotional
outcomes (Bera, 2013), parent engagement (Collins, 2010), principal and teacher openness
(Jankens, 2011).

2.2. The definition and concept of school climate

Researchers define school climate from different perspectives; for instance, Johnson and
Johnson, (1993) define school climate in its broadest sense as, school climate may include
anything from environmental aspects of the school to the personalities of the students and
educators as well as academic performance, levels of physical activity, and the processes and
materials used throughout instructional procedures. However, it is hardly possible to get schools
that satisfy all these conditions Wolaita zone context.
As a matter of fact, school environment varies significantly from organization to organization.
Although some schools feel friendly, attractive, and supportive, others feel awkward,
unwelcoming, and even unsafe. The feelings and attitudes that are offered by a school‘s
environment are referred to as school climate. Even though it is difficult to provide a concise
definition for school climate, most researchers agree that it is a multidimensional construct that
includes physical, social, and academic dimensions. To this end, school climate dimensions were
further classified as: Safety (Physical Safety, Emotional Safety, order and discipline safety);
academic Climate (Leadership, Teaching and learning, professional development); Community
(Relationships, Connectedness, and respect for diversity and Community partnership);
Institutional environment (environmental adequacy, Structural organization and availability of
resources) (Loukas, 2007; Wikipedia, the free encyclopedia).

10
Furthermore, school climate describes the quality of a given school that builds healthy learning
places; promotes children‘s and parents dreams and aspirations; inspires teachers creativity and
enthusiasm, and encourages all of its members (Freiberg & Stein,1999); it is based on the
teaching and learning practices, experiences and interactions within and outside school
community (Homana, Barber, & Torney-Purta, 2006; Cohen, McCabe, Michelli, & Pickeral,
2009; Wikipedia, the free encyclopedia). Moreover, school climate is all about worth and quality
of school life. Thus, a school that fulfills the needs for the school climate can make a difference
and consequently could have better outcomes. Kopperud, Nepomuceno, & Pomerantz, (2012), on
the other hand articulated that, School climate is far-reaching term that usually describes a
variety of dimensions that characterize the ―spirit‖ of the school. The elements that encompass a
school‘s climate are diverse, ranging from the quality of teacher– student interactions to
characteristics of the school‘s physical and organizational structure, as well as perceived safety,
and teaching and learning practices. Moreover, it has been emphasized that, school climate is the
interpersonal interactions among the school community that either positively or negatively
affects students cognitive, social and psychological development (Haynes, Emmons, & Ben-
Avie, 1997).

School climate can also be described as a complex construct that is recognized as an important
variable of effective schools. It is the heart and soul of the school. It is about that essence of a
school that leads a child, teacher, an administrator, or staff member to love the school and look
forward to being there each school day. School climate is about that quality of a school that helps
each individual feel personal worth, dignity, and importance, while simultaneously helping
create a sense of belonging to something beyond ourselves (Freiberg & Stein, 1999).

Generally, it is important to note that, no single factor determines a school's climate‘.

Nevertheless, the interaction of numerous school and classroom issues can produce a fabric of
support that allows or enables all members of the school community to teach and learn at best
levels (Freiberg, 1998). Although, different researchers define school climate from different
perspectives, the researcher considers and pin point to the definition that gives emphasis on
Safety (Physical Safety, Emotional Safety, order and discipline safety); academic Climate
(Leadership, Teaching and learning, professional development); Community (Relationships,

11
Connectedness, and respect for diversity and Community partnership); Institutional environment
(environmental adequacy, Structural organization and availability of resources) (Loukas, 2007;
Wikipedia, the free encyclopedia).

2.3. Dimensions of School Climate

There is no consensus on the definition or dimensions of school climate. However, the factors
that shape school climate are often grouped into four main dimensions. These dimensions are:
safety, teaching and learning (academic climate), relationships (community climate), and the
environment. Positive school climate is related to many positive student outcomes. For example,
positive school climate is associated to higher academic performance, better mental health, and
less bullying. Improving school climate can be used as a preventative approach to reduce
disruptive behavior and improve attendance, achievement, and student and parent satisfaction
with school. Many assessment tools and interventions have therefore been developed to help
school in the climate improve process. Each dimension is discussed in detail below.

2.3.1. Safety Dimension of School climate

All humans need to feel safe socially, and physically. Feeling safe in school influences students'
learning and their general development (Furlong, Morrison, Chung, Bates, & Morrison, 1997).
However, many students do not feel safe in schools. Most students are not necessarily exposed to
physical violence, but many dimensions students are exposed to social, emotional, and
intellectual violence. A positive school climate therefore means feeling physically and emotional
safe, and having clear and consistent rules to maintain order and discipline (Furlong, Morrison,
Chung, Bates, & Morrison, 1997).

Physical Safety is the degree to which violence, aggression, and physical bullying are present. It
also refers to the strategies used to eliminate violence (e.g., security guards and metal detectors
(Anderson, 1982). Feeling physically safe for both students and staff is a component of school
climate that support successful student academic performance (Cohen etal., 2009). Principals and
the whole school staff contribute to a safe school environment by clearly communicating rules
for behavior and responding to infractions (particularly bullying and violence) in a clear and
consistent manner.

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Identity Safety pertains to a humans being an asset in the classroom rather than a barrier. This
refers to how a school can promote positive relationships and opportunities to learn where
students feel they are welcomed, supported and valued as a member of the learning community
(Yonezawa, Jones & Mehan, 2002). A learner is surrounded by other learners as well as the
teachers. All of them are engaged in social interactions, which lead to the development of
interpersonal relations and ultimately influences a learner and his/her learning. Allodi (2010)
points out that an educational intervention can be applied by improving the quality of the
learning environment through its social climate to enforce and sustain the good interaction
among individuals.

Emotional Safety includes available school-based mental-health services (e.g. counseling

services, caring and supportive staff), an absence of verbal bullying, and positive attitudes about
individual differences. It is also affected by the students' and staff's attitudes about bullying and
their response to it (Yonezawa, Jones & Mehan, 2002). According to Cohen etal., (2009),
Feeling socially and emotionally safe is equally important and often rests on a clearly articulated
vision of the school as a community that cares for its members and respects and appreciates
diversity and individual differences.

Order and discipline refers to how often students break the school's rules, and
how misbehavior is handled. Schools with a positive climate have low rates of delinquency and
clearly communicated rules that students consider to be implemented fairly and consistently
(Anderson, 1982).

2.3.2. Academic Dimension of school Climate

Academic climate refers to the teaching and learning practices promoted in the school. It is
composed of three factors: leadership, teaching and learning, and professional development
resources (Yonezawa, Jones & Mehan, 2002).

Leadership: refers to the role of the principal and administration. It is influenced by how well
they communicate their vision for the school and how supportive and accessible they are
(Yonezawa, Jones & Mehan, 2002). In this regard Beare, Caldwell and Millikan (1989), say that
“outstanding school leaders have a vision of their schools a mental picture of a preferred future –
which is shared with all in the school community”. Successful school leaders thus, develop a

13
vision for their schools based on their personal and professional values. They articulate this
vision at every opportunity and influence their staff and other stakeholders to share the vision.
The philosophy, structures and activities of the school are geared towards the achievement of this
shared vision.

According to Steyn and VanNiekerk (2002 )the principal is considered as a leader, motivator of
the school having the responsibility for the development of staff training program, school based
and to assist teachers, particularly new and inexperienced teachers ,in developing and achieving
educational objectives in line with the needs of school. One of the many roles of principal is to
Creating a conducive environment for teaching and learning process. Principals have an
important role of setting and clarifying expectations with teachers and other staff members,
observing classroom monitoring progress of students and attending to the concerns of teachers.

Teaching and learning: refers to the actual methods and instructional practices used by teachers
in their classrooms. It entails everything from the curriculum selected, evaluation
methods, to how teachers communicate their expectations and give feedback to
students. These practices influence student motivation and engagement in
the classroom, which in turn affect academic performance (Hubbard, Mehan, & Stein, 2006;
Tharp & Gallimore, 1988). In this regard Anderson (1994) stressed that student learning
achievement may heavily depend on the teacher's instructional planning, teaching method
selection, and on a variety of learning activities. On the other hand, there is an assumption that
student’s team with different styles, speeds, levels of prior knowledge and environments when
the subject matter is given by way of a variety of teaching strategies.

Professional development: refers to teacher's access to training programs they find relevant and
helpful, and that are in line with the needs of the school. In schools with a positive climate,
teachers have ongoing access to trainings where they can learn new strategies to improve the
way they teach resources (Yonezawa, Jones & Mehan, 2002). Sarah etal., (2011) point out that
teachers must have ongoing access to technical skills, complex knowledge, sophisticated tools,
and research-based techniques to ensure that they are and continue to be successful with all
students. Thus, high-quality professional learning activities that provide such access need to be
extended to all teachers.

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2.3.3. Community Dimension of School Climate
The quality of relationships between members of a school (teachers, students, and
administrators) has an influence on students' behavior and achievement. The relationship
between a student and their teacher affects their engagement in the classroom, self-esteem, and
grades. The community aspect of school climate refers to the quality of relationships within a
school. It also includes the school's connectedness, respect for diversity, and partnerships with
other members of the community resources (Yonezawa, Jones & Mehan, 2002).

Connectedness: refers to students' feelings of attachment and belonging towards the school.
Feeling accepted and included by the other members of the school will contribute to a positive
school climate. Respect for diversity refers to treating members of any ethnicity, gender, sexual
orientation, or religious affiliation equally. It also means cultivating awareness and appreciation
for other cultures in classrooms. Students must feel connected to teachers, staff, and other
students. Schools can nurture these connections by focusing on students’ social and emotional
learning .Students must also feel supported by all those connected to their learning experience
like teachers, classmates, administrators, family, and community members for a higher academic
feat (Waldman, 2016).

Relationships: refer the quality and consistency of relationships among students, staff members,
and between teachers and students. School climate is affected by how much students and
teachers support, trust, respect, and care for each other. The relationships between the adults in a
school (e.g. teachers and principals) also have an important influence on school climate. A
learner is surrounded by other learners as well as the teachers. All of them are engaged in social
interactions, which lead to the development of interpersonal relations and ultimately influences a
learner and his/her learning. Allodi (2010) points out that an educational intervention can be
applied by improving the quality of the learning environment through its social climate to
enforce and sustain the good interaction among individuals.

Community partnership refers to the involvement of parents and other community members in
school life. It involves good communication between parents and school staff, high attendance of
school events, the development of mentoring programs, and other initiatives that build
relationships between students and the larger community.

15
2.3.4. Institutional environment Dimension of School Climate
The physical layout, size, and material resources of a school also affect school
climate. For instance, environmental variables such as classroom layout and activity schedules
can influence how safe students feel and how well they perform in school. Environmental
variables include the adequacy of the school setting, the maintenance and infrastructure of the
building, and the accessibility and allocation of educational resources (Yonezawa, Jones &
Mehan, 2002).

Environmental adequacy refers to the physical characteristics of the school,

such as cleanliness, lighting and temperature, and sound control, which all affect teaching and
learning. Structural organization is the physical layout of the school itself (size,
classroom size, number of unsupervised areas). It also includes organizational aspects, such as
start and end times, and whether students are grouped based on ability. These characteristics
can influence both feelings of safety and academic performance (Sarason, 1982). According to
Balog(2018),the physical environment refers to the physical setting of the learner’s environment
which should evoke positive responses and hold the interests of those who inhabit it

Availability of resources refers to how much access students and teachers have to equipment,
materials, and supplies that improve teaching (e.g., technology, tools, or library equipment and
reference books, laboratory equipment and chemicals). There are several theories of school
climate described in the research literature. They are ordered based on the Theoretical
frameworks scientific research that has supported them (Sarason, 1982).

Within schools, it is vital to make provision of resources that can be utilized to enhance the
academic performance of students. The textbooks, learning materials, hand-outs, technology,
library facilities and laboratory facilities, especially in science subjects should include the
essential materials. When students will be provided the necessary tools and equipment, they will
be able to acquire a better understanding regarding academic concepts and how to perform the
experiments. In some cases, especially the students belonging to deprived, marginalized and
socio-economically backward sections of the society cannot afford the books and materials
required for learning, hence, they are dependent upon the library facilities and fellow students to
obtain the books and other materials (Maina, 2010).

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2.4. Relationship between school climate and student achievement

The results of empirical researches have shown that School climate plays an important role to
student performance, academic achievement and personal growth (Marshall, 2004). The
researcher reviewed numerous research studies on the relationship between school climate and
student achievement and found that almost all the findings have shown the presence of direct
relationship between school climate and student achievement; however, there are some
discrepancies with regard to the subscales of school climate in the level of significance (Kwong
& Davis, 2015; Freiberg, 1998; Vasquez, 2011; MacNeil, Prater, & Busch, 2009 and Dagnew,
2014; Reynolds, Lee, Turner, Bromhead, & Subasic, 2017). The major variation in student
performance and achievement is due to school climate differences. In this regard, Woldegerima
(2014) found that school environment has both positive and negative effect on high school
students.

More specifically his study revealed that, the higher the schools facilities, the better the
probability of the schools to contribute positive effect on student’s behavior and academic
achievement. He further showed that, schools with inadequate facility and poor relationships
between stake holders produce negative effect on student behavior and achievement. Moreover,
if there exist a negative and conflictual relationship between teachers and students in lower
grades, the higher is the chance of students that will have behavioral and academic problems in
later grades (Hamre & Pianta, 2001). Thus, educators need to pay attention to kids at lower
grades to enhance the output and outcome of high school students. It is not uncommon to see
Students in a conducive school climate perform better and become successful than students in an
awful school climate. And also, there is an ongoing debate, whether climate should be
conceptualized and considered at individual or at the school level. In this regard, Zander (2005)
found that school climate affects students‘performance at individual and combined level at the
same time; he further described that, majority of variance in school climate scores was within the
schools. Moreover, individual perceptions of climate were more strongly associated with better
student performance than aggregate ratings, particularly students ‘perceptions of teacher’s
expectations and school safety. However, this requires further study to arrive at a certain
conclusion because of the limited number of literature on this particular issue.

17
The performance and achievement of students is determined by the quality of school climate; and
yet, responds favorably to positive school climate; however, individual differences matter on the
perceptions of school climate (Ellis, 2008). There is a strong relationship between the quality of
school climate and academic achievement levels and the achievement was shown to be highly
correlated to overall mean school climate (Macneil, Prater and Busch, 2009; Jankens, 2011;
Williams, 2016).

2.5. Factors affecting student achievement

Student academic achievement can be affected by various factors such as peer effects
(Hanushek, Kain, Markman, & Rivkin, 2003), lack of resources and low SES (Lacour &
Tissington, 2011), the effects of teachers (Sanders, Wright, & Horn, 1997), teacher
professionalism, collegial leadership, community engagement and academic press (which
encompasses schools that set high standards for academic performance set an orderly and serious
learning environment and maintains definite standards of performance (Vasquez, 2012 & Abeya,
2017) are some among many factors.

The elements that comprise a school's climate are wide-ranging and complex. As a result,
researchers support the following factors that influence school's climate, and consequently
student academic achievement. These are: School vision and mission statement, school staff
work relationships, lines of communication, principal's behavior and instructional leadership
style, school staff's feeling of trust and respect for leadership(Christensen, Marx, & Stevenson,
2006). Furthermore, Studies have shown that, schools with poor facilities have negative
influence on student achievement; higher levels of control or strict rule also affects the positive
effects that student perceptions of safety and their environment had on student success (Kwong
and Davis, 2002; Freeiberg, 1998). In fact the study was conducted in developed countries and it
is important to do a similar research in developing countries to conclude whether strictness has
the same effect or not.

Linares (2012), in his doctoral dissertation entitled effects of school climate and student
achievement and discipline behavior in three urban high schools‘, found that, there is a negative
correlation between student achievement and number of discipline infractions. As the number of
major/minor infractions increases, the Math and English test scores decrease. Li & Hasan, (2010)

18
also supported Linares finding that School quality and child characteristics are important
determinants of academic performance. Moreover, Newport-Berra (2013) had shown the link
between student conduct and socio- emotional outcomes strengthen the necessity of school level
efforts to promote a positive behavior and prevent bullying, particularly for children coming
from low-income families.

A research conducted in secondary schools in Zone A Senatorial District of Benue State, in

Nigeria had shown that School climate, discipline and physical facilities have significant
influence on academic achievement of secondary school students (Oguche et al., 2015). It is
obvious that parental involvement has significant contribution for student achievement. In this
regard, Collins (2010) found that, parental engagement was most closely related to student‘s
achievement. Furthermore, Incidents of disorderly conduct and the wellbeing of the students are
the best predictors of student achievement‘(Smith, 2005). Student interpersonal relationships
affect student school attendance. It has been shown that students at the lower grade levels have a
greater perception that teachers treat them fairly and as they grow older this belief drops
(Roberts, 2007).

Generally, for a given school to be fruitful, its climate should be conducive for teachers and
students in particular and for the community in general. School climate and teachers motivation
are two inseparable things (Asrat, 2015). And moreover, school climate has a relationship with
teachers commitment, (Raman et al., 2015); and, consequently, it affects students’ academic
achievement.

2.6. School climate studies

2.6.1. School
School can be considered as a social meeting place. Despite the fact that, there are slight
differences, schools around the Ethiopia are remarkably similar. The organizational structures of
schooling vary only slightly from one zone to another. Any School regardless of the quality and
availability of its facility or resources, at least should have a group of students with one teacher,
fixed times for instruction, set times for starting and stopping the school day and administrative
structures that are mostly hierarchical. Students are examined with teacher made test and

19
standardized national or regional examination depending on the modality of countries, is also
some universality of schools. Moreover, the problems of schooling are also universal: student
boredom as evident by lack of attendance (truancy); leaving school before reaching a specified
age (dropping out); use of stimulants that diminish participation (drugs, drinking alcohol and
tobacco abuse)‘ (Freiberg, 1996).

2.6.2. The effect of school size on student academic achievement

There are numerous variables that distinguish one school from another such as: ownership,
location, number of students, teacher-student ratio, quality and availability of school facility
(resources), parental involvement, disciplinary cases, dropout rates, effectiveness of schools (in
terms of student academic achievement), the kind of relationship between and among principals,
teachers, students and the community…etc. However, it is important to note that the magnitude
of the impact of these variables either positively or negatively on students’ academic
achievement will not be the same. In general, if all these and other factors were constant, one
would expect the same or nearly the same result from each school and that is why variation in
students’ achievement has been observed among schools which are a worldwide reality.

The number of students in a given school (school size) may affect students’ academic
performance in different ways. . The Chicago Task Force on Small Schools regards small
elementary schools as those with enrolments of less than 300. Another study was made on 287
schools in North America; and it has been classified for elementary schools as small fewer than
200 students, medium 400-600 students, and large over 600 students. Sergiovanni (1995) argued
that for a given school to be productive, no more than 300 students should be enrolled in either
elementary or secondary school. Moreover, (Jones & Ezeife, 2011) concluded that schools with
enrollments of 300 to 400 students were optimal for seven reasons, namely: governance‘,
respect’, simplicity‘, safety‘, parent involvement‘, accountability ‘and belonging‘.

Lee and Smith (1997), in their study found that the school achievement increases for the
enrollment levels between 600 and 900 students, in schools less than the lower limit (600)
students learn less and in large high schools (more than 2100) learn considerably less. The results
of the research findings in all the literature reviewed, seemed reasonable, however, the existing
reality in developing countries is something different from this fact. And moreover, the school

20
sizes are much bigger in Wolaita zone than the schools in the literature reviewed. Therefore,
further study on the relationship between school size and student achievement based on the
existing context will have a paramount importance to arrive at a certain conclusion about school
size.
Nevertheless, with all these disparities in size, schools could have big or little or no differences
in student achievement due to size differences (Lamdin, 1995; Borland & Howsen, 2003); on the
other hand, the entire reality sometimes on the ground showed that large sized schools even have
better students’ academic achievement than the smaller ones; it means the disparity is not
consistent. In this regard, Breger (2014) found that schools with large size have a significant
positive effect on students’ academic achievement. On the other hand, (Driscoll, Halcoussis, &
Svorny, 2003), argued that not only school and class size but also school district size hinders
students achievement. But, a study performed in Ontario, Canada on 541 elementary schools, the
overall result showed that there was no statistically significant correlation between school size
and student achievement. In fact, the study was performed at different levels (levels 1, 2, 3 and
4) within the same grade level, and as the level increases, certainly, there were significant
correlations with respect to levels of performance in both Grades three and six in some
curricular areas (Jones & Ezeife, 2011)). However, the school size in developed countries is
quite different from developing countries like Ethiopia and this may cause result disparity on the
study performed in these two different situations.

Bullard (2011), in his study on the effects of large versus small school size, he found out that
school size has a small, but not substantive effect on the academic achievement of students. On
the other hand, Oredein & Oredein (2016) found that small school size has a statistical
significant effect on student academic performance. He further explained that in a school of
smaller size, teachers will get the opportunity to closely and individually mentor and can boost
of quality education to each student in a ‗small class compared to a large class in which the
teacher himself will fail to find his bearing or may even be intimidated by such crowd‘.
However, here, the concept of class size and school size was mixed and interpreted wrongly.
Besides, small size couldn‘t be the only guarantee for boosting of quality education for the fact
that there are many other factors to ensure quality education; furthermore, large school size

21
doesn‘t mean large class size, since a given school with large school size, may have small or
moderate class size, what matters is the availability of classrooms and the number of teachers.

2.6.3. Climate as a Metaphor

 How does a school principal, teachers, staffs, and the community perceive school climate
of a given school?
 What are the parameters or variables used to study school climate?
 Do all researchers use or apply similar variable/s/, design, and method of analysis to
arrive at the same or almost the same conclusion?

Therefore, all stakeholders should have the right notion about school climate so as to act
accordingly. Freiberg has given the following description about climate of a given school.

If I say School climate, what is the first word that comes to your mind? The usual word
association from educators is feeling, well-being, health, learning environment, safety, (both
physical and psychological) openness, and caring within schools and classrooms when defining
the climate of a school we tend to use metaphors similar to the descriptions listed above. A
school is not an organic being in the biological sense but it does have the qualities of a living
organism in the organizational and cultural sense.

The physical structure of schools can have direct influences on the health of individuals who
work and learn there. The amount of light, noise, chemicals, and air quality are part of most work
environments schools are no different. Beyond the physical nature of schools there are other
elements that reflect the way people interact and this interaction produces a social fabric that
infuses the working and learning condition‘(Freiberg, in press). And thus, everyone who expends
more time in schools I realizes how one school can feel different from other schools. School
climate is a general term that refers to the feel, atmosphere, or setting of a school. Just as
individuals have personalities, so too do schools; a school climate may be thought of as the
personality of a school. Therefore, to have a school with such climate, principals and other stake
holders need to work hard cooperatively.

22
2.6.4. Improving the school climate
Researchers have suggested that, school climate can be improved focusing on four major areas.
These are: safety, relationships, teaching and learning, and the external environment (Dary &
Pickeral, 2013). A growing body of research has indicated that, improving school climate, and
consequently school outcome is the major concern of nations in the world now days.

Tschannen-Moran, Tschannen-Moran (2011) conducted a research on how to improve school

climate focusing on strengths through appreciative inquiry to confirm that, whether appreciative
inquiry is related to measure changes in school climate and trust within a school. Through the
process three areas of inquiry had been identified; namely: student achievement and success,
trust and respect, and community pride & involvement. The finding showed that a significant
improvement was shown. They further indicated that, ‘Having designed strategies for moving
forward, it is time to innovate those strategies into being. Destiny in an appreciative inquiry
organization is not about implementing designs as though they were mandates from the design
process; destiny is about empowering people to experiment with and improve on their designs by
trying them out and making situation-specific, real-time adjustments that reinforce what works.
Such experiment progressively generates new solutions and expands the realm of the possible,
like ripples in a pond.

When the spirit of appreciative inquiry is fully realized in a school, educators become more
willing and able celebrate and build on their strengths. They become the subjects, rather than the
objects of change to realize the destiny of their schools as learning organizations. That is the
cultural shift and orientation made possible by appreciative inquiry. BY orienting people around
the positive, appreciative inquiry enables an organization to generate positive actions and
outcomes that become self-reinforcing (Watkins & Mohr, 2001)’ cited in Tschannen-Moran,
Tschannen-moran (2011).

In Ethiopia, for the last ten years, different reforms and programs initiative such as: SIP, TDP,
BPR, BSC, ESDP I-V …etc) have been implemented by ministry of education nationwide and
regional education bureau in their respective regions so as to improve the learning outcomes.
However, the required change or improvement has not yet been achieved.

23
Student perception of school climate may be affected by various factors. Such as: the age, sex
and even the area where that particular student is coming from. Milam (2014) found that,
students view or perception of school climate ‗strongly relate ‘to student behavior or vary
extensively based on student characteristics. Specifically gender, achievement levels …etc. relate
to the sub-scales of school climate. And therefore, understanding these differences have a
paramount importance to target improvement.

Educators always need schools to show improvement; and thus, to be successful, continuous and
timely information about the learner and the learning environment is indispensable. In this
regard, to improving the school climate and so doe’s student achievement; Freiberg and Stein
(1998) have suggested principals or school directors to ask the following five questions.
The questions are:
i) Start with your senses and ask yourself: How does the school look, smell, feel yes
[see] and taste would I eat in the student cafeteria?
ii) What direct and indirect climate measures can be used to help document and create a
base-line for change?
iii) What initial climate changes can we make that would have the highest visibility and
be accomplished in the shortest period of time (e.g. a few weeks)?
iv) What groups or individuals should be involved to encourage and create an
environment for sustainable school climate improvements?
v) What long-term changes are needed to create a healthy environment for all members
of the learning community?

In this regard the Ethiopian ministry of education applies the general education inspection data
collecting tools as a standard that focus on input, process and output to measure the levels of
performance of the schools (MOE, 2013). According to this inspection standard, a school that
scored 50% to 69.99% called level 2 which means doesn‘t fulfill the standard and needs to be
supported; 70% to 89.99% called level 3, almost fulfilled the standard, but still needs some
support, 90% to 100%, level 4, completely fulfilled the standard and furthermore, it could be

24
center of excellence, however a school below 50% should not be allowed to continue, regardless
of the reality on the ground.

Furthermore, all schools are expected to perform internal inspection by themselves, by making
use of SIP questionnaire analysis which is collected from teachers, students and parents every
year so as to know the level of performance of the schools (MOE, 2008). This is how stake
holders will have information about the school‘s performance and enable them to make some
corrective measure/s/ with the hope that, the schools will show improvement. However, once the
school climate has been improved from unhealthy to healthy school climate, the challenge here is
the question of sustainability. From the researcher experience, one of the biggest challenges
faced by Wolaita Zone irregularity of the schools performance level. That is, a school which was
say for instance, at level 3 in the given academic year, will be deteriorated to level 2 or level 1in
the upcoming years for various reasons and vice versa without consistency.

The other challenge of the sector observed so far is, the mismatch between the school‘s levels of
performance (inspection value, levels 1-4) and the difference in the levels of students
achievement. As already mentioned above, schools are evaluated either internally or externally,
and it is obvious and natural that, schools with better standard‘/high level of performance/
(which is based on the inspections value), would have high student performance and hence high
student achievement. However, what has been observed on the ground so far is not in line with
this assumption. According to the researcher‘s observation, the instrument used to measure the
levels of school‘s performance or the one who perform the inspection or the process of
inspection by itself may have some gaps; nevertheless, this is not the focus of this study, the
issue needs special attention by educators any way.

Sustaining a healthy learning environment may take as much effort and care as improving an
unhealthy one. Regarding this point, Freiberg and Stein, also provide advice to school
leaders/principals/ to ask three important questions to confirm sustainability of school climate
that leads to consistent and sustainable development of student achievement.

25
 The questions are given as follows:
(i) What factors enabled us to create a healthy learning environment?
i) ii) Have there been any changes that would require adjustments in order to sustain the
environment?
ii) What is my personal commitment to sustaining a healthy learning and working
environment?
Therefore, the above questions reflect the need to determine How did we get here? ‘
What changes have occurred since and what adjustments are needed?‘ and
What is my role in sustaining a healthy learning environment?‘ There could be additional
questions to be asked for sure, nonetheless, a starting point is basic to decide where we have
started‘, and where are we now ‘and where are we going?‘

The above questions clearly signifies that, the school community in general and the school
principal/ management in particular, should recognize every members of the school community
as it is equally important and should keep up their activity, consciously observe the progress or
failure of the school in order to make sure that there is sustainable improvement.

2.7. Healthy school climate

Researchers suggested that the success of students is affected by various factors;
What so ever the case numerous research findings have confirmed that healthy school climate
and student achievement are related (Eliss, 2008; Jankens, 2011; Macneil, Parter and Burch,
2009). Moreover, it has been revealed that strong relationship among school community is a
manifestation of positive school climate. In a positive school climate, students and staff are
caring, respectful, and committed to their communities; in such schools, these important values
live and breathe without any external pressure and each member of the school community is
more likely to have positive relationships and help each other. A positive school climate helps
people feel socially, emotionally and physically safe in schools (Weissbourd, Bouffard and
Jones, 2013; Kappan, 1987; Wikipedia, the free encyclopedia).

Researchers have demonstrated that positive school climate is linked with student engagement in
school, academic achievement and positive social development. Furthermore, studies have
shown the existence of significant difference in student achievement between schools with

26
positive school climate and school with unhealthy or poor school climate (www. Gadoe.org).
additionally, teachers set high but achievable goals for students, retain high standards of
performance, and promote a serious and orderly learning environment‘. Furthermore, students
are engaged in their school work, are highly motivated and respect other high achieving students.
Finally, in healthy schools, teachers like each other‘, trust each other‘, are eager about their
work, and recognized positively by the school.

2.8. Unhealthy School Climate

It is very simple to understand the general conditions of unhealthy schools climate, because it is
enough to look at the opposite aspects of healthy school climate. Many researchers have
suggested that school leaders or principals play important roles in creating conducive school
environment (Gülşen & Gülenay, 2014).

Unhealthy schools lack an effective leader and the teachers become unhappy with their task and
colleagues (Hoy and Tarter, 1997) cited in (Mac Neil Prater, & Busch, 2009). As a result, these
schools have become deterred in their mission and goals by stake holders Furthermore, such
schools with unhealthy climate faced unnecessary interference from every directions and being
unable to obey its mission in every day activity. In such schools, there is little support among and
between the school community; and it can be said that, the communication between the school
leaders and teachers is either very low or broken. This in turn creates deteriorating staff self-
confidence and teachers don‘t feel good about their jobs and the organization /school / where
they are working in. They become nervous and act unfriendly, distrustful, and self-protective

2.9. School Climate and Student Achievement

Researchers almost all over the world commonly agreed that student achievement is affected by
school climate; however, there are some disparities in using climate variables and designs in
studying the school climate. Irrespective of how it has been defined over the years, to a greater or
lesser extent, all research on school climate finds a positive correlation between better school
climate and improved student learning and achievement.
Unsecured, declined and stuffed schools threaten the chances that students will develop social
values of integrity, discipline, and enthusiasm for life-long learning. Overpopulation reduces
students ‘ability to pay attention and achieve academically. Disciplinary climate is one of the

27
most important factors related to student achievement; this could be as a result of some
fundamental descriptive factors such as disorganized teaching or absence of classroom
management. On the other hand, adjusting the interaction between teacher and students to
include small group discussions, individualized instruction, and applying numerous ways of
displaying knowledge motivate student learning and consequently enhance student achievement
(Sortkaer and Reimer, 2016).

2.10. Why Does School Climate Matter?

Student achievement can be affected by a number of factors such as socio-economic status
(SES), parents educational back ground, commitment of teachers, student motivation, school
facilities and above all the general climate of the schools matters. In this regard, the National
School Climate Council (2013) found that ‗―over the last two decades, there has been a
growing appreciation that school climate, the quality and character of school life, fosters or
undermines children‘s development, learning and achievement. Research confirms what teachers
and parents have claimed for decades: a safe and supportive school environment, in which
students have positive social relationships and are respected, engaged in their work and feel
competent, matters. A growing number of reports, studies and legislation emphasize the
importance of positive school climate in reducing achievement inequities, enhancing healthy
development and promoting the skills, knowledge and dispositions that provide the foundation
for 21st century school and life success‖‘.

Furthermore, it has been explained that, Students in a healthy school climate show willingness to
participate in different activities; like involving in varieties of clubs, playing games, enhanced
academic motivation and school connectedness‘ develop progressive attitude towards learning
and problem solving skills are some of the indicators for students in a positive school climate;
and a positive school climate has a strong relationship to students‘ academic achievement
(Kopperud, Nepomuceno, & Pomerantz, 2012; A. Jones & Shindler, 2016).

2.11. Teachers’ and Students’ View of School Climate

As principals are the main actors in creating an orderly, friendly and positive school
environment, directly or indirectly, teachers too can play an important and significant role to
evolve positive school climate. In this regard Krmaz (2006) found that ‗teachers play an

28
important role in developing a robust school vision. It has been found that there is a significant
positive relationship between teacher’s perceptions of organizational health and the relative
robustness of their school vision. Subsequent regression analysis indicates that collegial
leadership and academic emphasis and resource support were the school health themes that
characterized an overall association with robust school vision‘.

As far as teaching–learning process and its effectiveness is concerned, it is imperative to

consider the perceptions of teachers and students on school climate. Numerous researches were
conducted on the perceptions of teachers and students about the general school climate and
educational emphasis. It has been described that the perceptions of teachers on school climate
were more susceptible to classroom-level factors, such as poor classroom management and
proportion of students with disruptive behaviors, whereas students‘ perceptions were more
sensitive to school-level factors, such a student mobility, student-teacher relationships, and
principal turnover‘ (Mitchell, Bradshaw, & Leaf, 2010) cited in Thapa and Cohen (2013).
Additionally, the perceptions of students towards teachers support and the support among
students had been associated with youngsters’ self-worth (Jia et al., 2009).

A growing body of research has been conducted on different issues of school climate and its
effect on student achievement; it was shown that there exists a relationship between school
climate and student achievement. Plucker (1998) had briefly explained the presence of numerous
research reports on the ambition of students to various educational outcomes; such as aspirations
are related to several educational outcomes, including academic performance, affective health,
attrition, and leadership skills‘. Furthermore, he found that, students with high inspiration and
ambition perceived a more supportive school climate than the students with low aspirations did.
However, the challenge here is, how can the students be inspired? Among the various motivating
factors, it is believed that, the school climate will take the lions share for students inspiration;
and thus, the school principals along with the stake holders should try to create a positive school
climate.

29
 2.12 Conceptual frame work of the study
Loukas constructed a comprehensive framework for understanding school climate, which will
serve as the conceptual basis for this study (2007).. Loukas, (2007); Wikipedia, the free
encyclopedia described school climate in four dimensions: Safety (Physical Safety, Emotional
Safety, order and discipline safety); academic Climate (Leadership, Teaching and learning,
professional development); Community (Relationships, Connectedness, and respect for diversity
and Community partnership); Institutional environment (environmental adequacy, Structural
organization and availability of resources) .This study, which will focus on the link between
school climate dimensions, as determined by Loukas, (2007), and student academic achievement
in a school. Since the interactions that take place in a particular school do have an impact on how
that school operates, the findings of this study employing this school climate dimensions will be
highly helpful to educators.

Safety Dimension of School climate

 Physical safety
 Identity safety
 Emotional safety
 Order and discipline

Academic Dimension of Community Dimension

School climate Students’ of School climate
 Leadership academic  Connectedness
 Teaching and learning achievement  Relationship
 Professional development  Community
partnership

Institutional environment
Dimension of School climate
 Environmental adequacy
 Availability of resources

Figure 1: Conceptual framework

Source: (Loukas, 2007). What is school climate. Leadership Compass

30
 CHAPTER THREE
3. RESEARCH DESIGN AND METHODOLOGY
This section of research deals with issues related to; Research design which includes research
method or approaches, population and sample and sampling technique, Instrumentation which
includes the reliability and validity of the scale Data collection and procedures, Methods of data
analysis, and Ethical consideration.

3.1. Design of the Study

The variables relating to student achievement and school climate were of interest in this study.
To achieve the objective of the study, the researcher used correlation design .Correlation design
to test whether there is a link between the two variables. The dependent and independent
variables, respectively, were the students' EHEECE scores and the school climate dimensions,
including the sub-scales. As a result, the goal of the study was to demonstrate how the dependent
and independent variables related to one another. It is important to note that the comparison was
not actually intended to compare and contrast the performance of students in the schools, but
rather to further demonstrate how the school climate dimensions functions. By doing so, the
performance of students in the sample schools may be compared to explore the impact of school
climate on students' performance. In this research design, the researchers utilized different
statistical tests to describe and measure the degree of relationship between the dependent and
independent variables. Moreover, correlation research allows for the analysis of multiple
variables in one study (Creswell, 2012).

3.2. Research Method

This study was used mixed research method. Because it includes both quantitative and
qualitative research method. Quantitative research method used for summarizing large amount of
data and reaching generalization based on statistical estimation whereas qualitative research used
to tell the story from the participant’s viewpoint.

3.3. Study Area

The study was conducted in Wolaita Zone. It is located in the Southern Nations, Nationalities,
and Peoples’ Region (SNNPR) of Ethiopia. Wolaita zone is situated at 378 km the south of
Addis Ababa city, the capital of Ethiopia. According to Central Statistical Authority (CSA,

31
2007), the estimated population projection of the Zone is 1,796,578 out of which 49.27 percent
are male and 50.73 percent are female. The population density of the Zone is 445 persons per
Km2 the average urban household size is 4.8. The zone is located in50 45’to 70 33’ north
latitude and 35022’to 380 46’ East longitude (CSA, 2007).

3.3. Population of the study

The population includes all people or items with the characteristic of wishes to study or it is an
aggregate of all that which conforms to given specification (Mugenda, 2003). In Wolaita Zone
currently, there are 16 rural districts and 7 administrative cities. Out of these, the researcher will
select three town administrations and four rural districts by simple random techniques. These
Schools from Town administrations are Tebela, Bogale Walalo, Melese Metasebiya and Gesuba.
From Rural district Galcha, Abala Faracho and Dalbo secondary schools principals, supervisors,
Teachers and students, of the identified schools constituted the population of this study.

3.4. Sample Size and Sampling Techniques

The schools are located in different towns and rural at different directions of the Zone. The
Principals, and supervisors in the target schools were selected by availability sampling while
teachers and students were selected by random sampling techniques by using the Slovin formula
of Slovin(1960). Thus, the researcher selected 235 teachers from seven schools to conduct the
study. Use this Slovin formula
n = N/1+Ne², (Slovin 1960) where:
n = sample size N = the size of the population
e = the margin of error (below 0.05)
Sample size of teachers (n) = N/1+Ne², = 569/(1+569(0.05)2) = 235(41%)
Sample size of students (n) = N/1+Ne², = 2728/(1+2728(0.05)2) = 349(13%)

Table 1: Sample size of the study

S. Name of School Teachers Students principals supervisors

32
No
Tota Sam % Total Sam % Total Sam Total Sam
l ple ple ple ple
1 Tebela 140 57 41 652 85 13 1 1 1 1
2 Gesuba 146 60 41 710 92 13 1 1 1 1
3 Wana Wagesho 82 34 41 515 66 13 1 1 1 1
4 Melese 56 23 41 359 46 13 1 1 1 1
Metasebiya
5 Galcha 50 21 41 210 27 13 1 1 1 1
6 AbelaFarach 47 20 41 150 19 13 1 1 1 1
7 Dalbo 48 20 41 132 17 13 1 1 1 1
Total 569 235 41 2728 349 13 7 7 7 7
Sampling technique Simple random sampling Census
Source: Wolaita Zone Education Department (WZED) Schools Statistics (2015 E.C).
Total population of sample school teachers N=569, n=235
Total population of sample school Students N=2728, n=349

3.5. Data Gathering Instruments

This section describes the data collecting instruments that were used to gather information from
the sample schools. To collect the necessary and relevant data for the study the researcher used
questionnaires, interview and document analysis.

3.5.1. Questionnaires
According to Gall et al,.(2007), a questionnaire can be defined as written forms that ask exact
questions of all individuals in the sample groups, and which respondents can answer at their own
convenience. A five Likert scale questionnaire with close-ended and few open-ended items were
developed and distribute to principals, teachers, and students. The questionnaires would be
helpful to the researcher to collect data from a large number of respondents from secondary
schools. To this end, questions will be prepared with careful thought and procedure. To do so,
the research and its objectives will define and sample considerations made. Then, questions will
prepare using the language that was understood by the respondents

33
3.5.2. Interview
Semi structured interview questions were used to collect data from principals and supervisors
concerning the relationship between school climate and students’ academic achievement in
government secondary schools. The semi-structured interview was used because it allows the
interviewer to raise questions based on the response of interviewee as the interview progress.
Therefore, 5 items of interview guiding questions were prepared based on the research questions
stated and the interview was employed with principals and supervisors to elicit information
concerning the relationship between school climate and students’ academic achievement
interview data were collected by note taking.

3.5.3. Document analysis (Archival data)

Grade 1 2 Ethiopian Higher Education Entrance Certificate Examination (EHEECE) students
result of the sample schools in 2021/22 academic year were used to check the relationship
between school climate and student achievement.

3.6. Procedures of data Collection

In order to collect all the necessary information that enable the researcher to arrive at the correct
conclusion, the Questionnaire must be pilot tested and some adjustment has to be made.
Accordingly, a pilot study of the questionnaire was conducted using purposive sampling of one
secondary school which is similar to the ones included in the study.

3.7. Pilot Test

A pilot test will be conducted in one secondary school found in the Wolaita zone: at Abela
Farecho preparatory School, in Abela Abaya woreda. 15 teachers and 15 students 3 principals
and vice-principals, were selected. The reliability of the question items were pre-tested through
SPSS 20 statistical software from the pilot test response. Based on this, some corrections,
instructional amendments, and other adjustments were made.

3.7.1 Reliability of the instrument

The importance of reliability research findings cannot be overemphasized. The trustworthiness
and authenticity of data depend on the reliability of the measuring instruments. If the instrument
functions consistently and accurately by yielding the same results, and the findings are true and
accurate then the instrument is well designed (Creswell, 2005), the reliability coefficient were

34
ascertained by using Cronbach Alpha Statistic. And the reliability result was judged by George’s
& Mallery (2003) rule of thumb. They suggest that Cronbach‟s Alpha result >0.9 as excellent,
>0.8 as good, >0.7 as acceptable, < 0.6 as questionable, and <0.5 as poor. On the other hand, face
validity of the instrument was checked by researcher’s advisors. The advisors were checked
whether the instrument measure what it is supposed to measure as per the suggestion of Kumar
(2005).

35
Table 2: Coefficients of Reliability for the items
NO Variables Number of Cronbach‟s
items (N) alpha
1 Safety Dimensions of school Climate 8 0.964
2 Academic Dimensions of school Climate 10 0.950
3 Community Dimensions of school Climate 8 0.890
4 Institutional environmental Dimensions of 6 0.956
school Climate
5 Students’ Academic achievement 10 0.938
6 Teachers’ perceptions as measured by School 10 0.939
climate index
Average 0.940

As shown in the table 2, the coefficients of reliability of items measuring all variables except for
item 3 were found to be (r>0.9). This reliability result was judged by George’s & Mallery
(2003) rule of thumb as excellent since Cronbach’s Alpha result calculated for the items is r
>0.9. on the other hand Cronbach’s Alpha result calculated for the items 3 was r >0.8 this
indicated the item was judged by George’s & Mallery (2003) rule of thumb as good . the
average value calculated for Cronbach’s Alpha r =0.940. This indicated the items were found to
be excellent. Therefore, the researcher confirmed that the items were reliable.

3.7.2 Validity of the instrument

To maintain the validity, during the modification of the instruments, the researcher tried to
consult the relevant documents so as to select and include relevant items for his specific survey.
The participants of the pilot test were informed to evaluate and give feedback on the relevance of
the contents, item length, clarity of items, and layout of the questionnaire. In addition senior
colleagues in the same field of study were invited to provide their comment on the validity of
instruments. Finally the research advisor commented on the validity of the instrument. Hence,
too lengthy items were shortened, and some unclear items were made clear.

3.8 Method of data analysis

The data collected through the questioners were coded, entered, cleaned, and analyzed adopted a
computer package normally used for positivist research known as the Statistical Package for

36
Social science (SPSS20) computer software. Before the information fed into the computer
certain things were carried out. Firstly, it will be to decide that errors that might have occurred
during the study be noted and eliminated. Secondly, questionnaires that were returned were
counted and numbered. Thirdly, the researcher checked if all questions were answered. The
quantitative data were analyzed using descriptive statistics frequency, percent, mea and standard
deviation. In addition to this inferential statistics such as independent sample t-test, Pearson’s
correlation (linear regression), and multiple regression were computed by using SPSS version 20
to analyze and see the association and significance in the school climate and student academic
achievement. To compare and test whether the mean scores of the groups of respondents in
schools statistically significant or not independent sample t-test. A Pearson’s correlation test was
used to examine for research question which focuses on explaining the relationship between
school climate and student academic achievement.

3.9. Ethical consideration

To make the research process professional, ethical consideration was made. To get relevant data
from the intended sources, the researcher got letters of support and permission from Wolaita
Sodo University. In particular, prior informed and voluntary consent were gain from the
individuals and organizations taking part in the study. Data were collected and the results have
been reported in an honest, respectful, and informed manner that maintains the privacy and
confidentiality of individuals. Confidential information has kept securely, and was only available
to the individuals and authorized persons by the law. The purpose of the study was explained to
the participants and the researchers were asked their permission to answer questions in the
questionnaires or interview guide.

CHAPTER FOUR
4. DATA PRESENTATION, ANALYSIS AND INTREPRETATIONS
This part deals with the analysis and presentation of the data gathered from respondents on the
relationship between school climate and students’ academic achievement through questionnaires,
interview and document analysis. The questionnaires were prepared having five point Likert
scale range from a great deal (=5) to Not at all (=1). Mean scores, standard deviations overall

37
mean, and independent t-test result from the responses were used to analyze quantitative data.
The relationship between school climate and students’ academic achievement for the
questionnaire items were analyzed based on the responses of the respondents with a mean value
from ≤1.49 were Not at all, 1.5 to 2.49 were very little, from 2.5 to 3.49 were some degree, from
3.50 to 4.49 were quite a bit, and from 4.50 to 5.00 were a great deal. Results from Open-ended
items and interview questions were also analyzed to supplement and validate the findings from
each close ended item as necessary.

4.1. Demographic characteristics of the respondents

Table 3: Responses of respondents on their Demographic characteristics
Attribute Category Respondents
Teachers Students
No % No. %
Sex Male 143 60.85 194 55.6
Female 92 39.15 155 44.4
Total 235 1 00 349 100
Age ≤25 6 2.6
26-30 27 11.5
31-35 73 31.10
36-40 84 35.7
41 and above 45 19.10
Total 235 1 00
Work Experience 1-5 12 5.10
6-10 33 14
11-15 40 17
16-20 101 43
21 and above 49 20.90
Total 235 1 00
Education Level Diploma 11 4.7
First Degree 160 68.1
Second Degree 64 2 7.2
nd
Above 2 Degree - -
Total 235 1 00
As can be seen from table 3 item 1, 143(60.85%) of teachers and 194(55.6%) of students were
males and the remaining 92(39.15%) of teachers and 155(44.4%) of students were females. This
indicates that most of the secondary schools were dominated by male’s teachers and students.
Therefore, it can be concluded that female teacher’s participation in teaching profession and
female students in education participation was low in sample schools.

38
 Regarding the age of respondents, 6 (2.6%) of teachers were below the age of 25 years, some
teachers 27(11.5%) and 73(31.1%) were between 26-30 and 31-35 years respectively. The other
groups of teachers 84 (35.7%) were between the age of 36-40 years. The rest 45 (19.1%) of
teacher respondents were 41 years and above. This reveals that the majority of the respondents
129(54.8%) were above the age of 36 years that they exceeds the young populations below 36
years old that is 106 (45.2%).

As displayed in table 3 items 3, 12 (5.1%) of teachers were served from 1-5 years. whereas 33
(14%) of teachers had work experience between 6-10 years; 40 (17%) of teachers were
responded they have the service of 11-15 years; others 101(43%) of teachers were under the
service years of 16-20 and the rest of teachers 49(20.9%) had a service year of 21 and above.
This implies that most of the teachers respondents were experienced almost 190(80.9%) of
teachers were worked above 11 years in teaching profession. In contrary to this 45(19.1%) of
teachers have the service years below 11 years.

As indicated in table 3 item 4, 11(4.7%) of teachers were diploma holders, whereas 160
(868.1%) of teachers were first degree holders; and the remaining 64(27.2%) of teachers were
second-degree holders. None of the teachers in sample schools had PhD. This means that most of
the respondents have first degree qualification to teach in the secondary school. This implies that
most of the teachers were below qualifications for the level of education quality standard set by
MOE for secondary school teachers that is second degree holders.

4.2. School climate dimensions

This section of the study presents the data gathered from teachers and students respondents
concerning the status of school climate dimensions (safety, academic, community and
institutional environmental dimensions of school climate) in improving students’ academic
achievement in sample secondary schools.

Table 4: Teachers and students responses on safety dimension of school climate

N Items related to safety dimension of Respond N M S.D. Overall t-value P
o school climate ents mean
1 Students physically feel safe to stay in Teachers 235 3.79 1.16 3.63
2.915 .004
school Students 349 3.48 1.33

39
2 The school have clear strategies to Teachers 235 2.13 1.11 2.32
-3.871 .000
eliminate violence in school compound Students 349 2.51 1.18
3 The school welcomed and valued all Teachers 235 3.86 1.17 3.44
8.608 .000
students Students 349 3.03 1.13
The school promote positive Teachers 235 2.54 1.29 3.00
4 relationships and opportunities for all Students 349 -8.628 .000
3.46 1.24
students to learn
5 Students in our school get counseling Teachers 235 2.36 1.28 2.45
-1.640 .102
and supportive services Students 349 2.54 1.34
6 The school have clear and consistent Teachers 235 2.44 1.26
rules to maintain order and discipline in Students 349 2.48 -.862 .389
2.53 1.23
the school
7 Students in our school are disciplined Teachers 235 2.26 1.17 2.40
-2.783 .006
and respect each other Students 349 2.55 1.29
8 Students misbehavior is handled with Teachers 235 2.32 1.21 2.47
-2.816 .005
clearly communicated rules Students 349 2.62 1.28
Aggregated Mean 2.81
Key:- N=frequency M=mean and SD=standard deviation t=t value
Note :- df=582, t-test result is significant at p≤0.05

It can be seen from Table 4 item 1 that, Teachers and Students were asked to give their response
whether Students physically feel safe to stay in school. The mean scores and standard deviations
of Teachers and Students with (M=3.79, SD= 1.16) and (M=3.48, SD= 1.33) responded quite a
bit and some degree respectively. Also the overall mean 3.63 shows that Students physically feel
safe to stay in school quite a bit. The t-test value 2.915 with p-value 0.004< 0.05 indicates that
there is statistically significant difference between the two groups of respondents towards the
item.
Regarding item 2 of the same Table, each group of the respondents was asked to rate whether the
school have clear strategies to eliminate violence in school compound. Hence, the mean scores
and standard deviations of Teachers and Students with (M=2.13, SD= 1.11) and (M=2.51, SD=
1.18) rated as very little and some degree respectively. The overall mean value 2.32 shows very

40
little towards this practice. The t-test result -3.871 with p-value 0.000 < 0.05 shows that there is
statistically significant difference between the two groups of respondents towards the item.
Hence, it is possible to say that, the schools have made very little effort to devise clear strategies
to eliminate violence in school compounds.

In Table 4 item 3, respondents were asked whether the school welcomed and valued all students
or not. Concerning this mean scores and standard deviations of Teachers and Students with
(M=3.86, SD= 1.17) and (M=3.03, SD= 1.13) rated as quite a bit and some degree respectively.
The overall mean value 3.44 shows some degree towards this practice. The t-test result 8.608
with p-value 0.000 < 0.05 shows that there is statistically significant difference between the two
groups of respondents towards the item. From this response, it can be concluded that, the school
to some degree welcomed and valued all students.

Item 4 in the same table shows that the mean scores and standard deviations of teachers and
students were (M=2.54, SD=1.29) and (M=3.46, SD=1.24) respectively. The respondents to the
some degree stated the school promotes positive relationships and opportunities for all students
to learn. The overall mean result 3.00 also shows some degree towards the item. The independent
t-test -8.628with p-value of 0.000<0.05 indicates that there is statistically significant difference
between the responses of the two groups of respondents. So, it can be said that, the school
promote positive relationships and opportunities to some degree for all students to learn.

Regarding item 5 of the same Table, each group of the respondents was asked to rate whether
students in the school get counseling and supportive services or not. Concerning to this issue,
teachers and Students with the mean scores and standard deviations of (M=2.36, SD= 1.28) and
(M=2.54, SD= 1.34) rated as very little and some degree respectively. The overall mean value
2.45 shows very little towards this practice. The t-test result -1.640 with p-value 0.102 > 0.05
shows that there is no statistically significant difference between the two groups of respondents
towards the item. Hence, it is possible to say that, students in the school get very little counseling
and supportive services.

41
As can be observed from Table 4 item 6 that, teachers and Students were asked to give their
response whether the school have clear and consistent rules to maintain order and discipline in
the school or not. To this regard, Teachers and Students with mean scores and standard
deviations of (M=2.44, SD= 1.26) and (M=2.53, SD= 1.23) responded very little and some
degree respectively. Also the overall mean 2.48 shows very little to the item. The t-test value -
0.862 with p-value 0.389> 0.05 indicates that there is no statistically significant difference
between the two groups of respondents towards the item. Based on this response, it can be
concluded that the school have made very little effort to devise clear and consistent rules to
maintain order and discipline in the school.

Regarding Item 7 table 4 the mean scores and standard deviations of teachers were (M=2.26,
SD=1.17) which was very little to the item and as a students with (M=2.55, SD=1.29) are some
degree. But, the overall mean 2.40 shows very little towards the item stated students in the
school are disciplined and respect each other. The independent t-test result -2.783 with the p-
value of 0.006<0.05 indicates that there is statistically significant difference between the
responses of the two groups of respondents. However, the majority of the respondents responded
very little to the issue. So, it can be said that, students in the school were not disciplined and
respect each other as it is expected of them they act very little in this respect.

Finally, concerning item 8 in table 4, the respondents were asked whether student’s misbehavior
is handled with clearly communicated rules or not. Concerning to this issue, teachers and
students with the mean scores and standard deviations of (M=2.32, SD= 1.26) and (M=2.62, SD=
1.23) responded very little and some degree respectively to the item. The overall mean result
2.47 shows that the respondents responded very little of this practice. The t-test result -2.816
with p-value of 0.005< 0.05 indicates that there is statistically significant difference between the
responses of the two groups of respondents. Based on this, it can be concluded that very little
was practiced in schools to handle student’s misbehavior with clearly communicated rules as it
should be.

Table 5: Teachers and Students responses on Academic dimension of school climate

No Items related to Academic dimension of Respond N M S.D. Overa t-value P
school climate ents ll
mean

42
 1 School leaders clearly communicates Teachers 235 2.24 1.21 2.42
School vision and mission statements for Students 349 -3.288 .001
2.59 1.30
the school community
2 School leaders are supportive and Teachers 235 2.94 1.18 2.75
accessible for all students and staff Students 349 3.549 .000
2.56 1.33
members
3 The school leaders sets high standards for Teachers 235 2.94 1.32 2.91
.406 .685
academic performance Students 349 2.89 1.24
The school leaders lets the school Teachers 235 3.03 1.41 3.01
4 community know what is expected of Students 349 .341 .733
2.99 1.18
them
5 Teachers use instructional methods that Teachers 235 2.27 1.23 2.31
-.742 .459
actively engage students in the lessonStudents 349 2.34 1.19
6 Teacher continuously assess students’ Teachers 235 2.58 1.20 2.51 1.338 .182
learning in the school Students 349 2.44 1.23
7 Teachers give meaningful feedback to Teachers 235 2.69 1.28 2.58
students that is useful to their learning Students 349 1.897 .058
2.48 1.28
achievement.
8 The school provide trainings for teachers Teachers 235 2.28 1.30 2.38
that are helpful to improve their Students 349 -1.759 .079
2.47 1.22
instruction
9 Teachers work cooperatively and help Teachers 235 2.21 1.19 2.60
-7.683 .000
each other to improve their instruction Students 349 2.99 1.20
10 Teachers strongly engaged in continuous Teachers 235 2.45 1.08 2.48 -.506 .613
professional development in the school. Students 349 2.51 1.29
Aggregated Mean 2.61

Key:- N=frequency M=mean and SD=standard deviation t=t value

Note :- df=582, t-test result is significant at p≤0.05
As indicated in Table 5 item 1 that, teachers and Students were asked to give their response
whether school leaders clearly communicates School vision and mission statements for the
school community or not. Concerning to this issue, teachers and Students with mean scores and
standard deviations of (M=2.24, SD= 1.21) and (M=2.59, SD= 1.30) responded very little and
some degree respectively. Also the overall mean 2.42 shows very little to the item. The t-test
value 3.288 with p-value 0.001< 0.05 indicates that there is statistically significant difference
between the two groups of respondents towards the item. Based on this response, it can be
43
concluded that the school leaders have made very little effort to clearly communicate School
vision and mission statements for the school community.

In item 2 table 5 the mean scores and standard deviations of teachers and students are (M=2.94,
SD=1.17) and (M=2.56, SD=1.29). This indicates that the respondents stated that the leaders are
supportive and accessible for all students and staff members. Also the overall mean 2.75 shows
some degree towards the item. The independent t-test result 3.549 with the p-value of 0.000<0.05
indicates that there is statistically significant difference between the responses of the two groups
of respondents. However, the majority of the respondents responded some degree to the issue.
So, it can be said that, School leaders were supportive and accessible to some degree for all
students and staff members.

Regarding item 3 of the same Table, each group of the respondents was asked to rate whether the
school leaders set high standards for academic performance or not. Concerning to this issue,
Teachers and Students with the mean scores and standard deviations of (M=2.94, SD= 1.32) and
(M=2.89, SD= 1.24) rated as some degree respectively. The overall mean value 2.91 also shows
some degree towards this practice. The t-test result 0.406 with p-value 0.685 > 0.05 shows that
there is no statistically significant difference between the two groups of respondents towards the
item. Hence, it is possible to say that, the school leaders to some degree sets high standards for
academic performance.

It can be seen from Table 5 item 4 that, Teachers and Students were asked to give their response
whether the school leaders lets the school community know what is expected of them or not.
Regarding to this Teachers and Students with the mean scores and standard deviations of
(M=3.03, SD=1.41) and (M=2.99, SD= 1.18) responded some degree respectively. Also the
overall mean 3.01 shows some degree to the item. The t-test value .341 with p-value 0.733> 0.05
indicates that there is no statistically significant difference between the two groups of
respondents towards the item. The overall result indicates that, the school leaders to some degree
lets the school community know what is expected of them.

In item 5 of the same table, teachers and students were asked to rate the level teachers use
instructional methods that actively engage students in the lesson. Regarding to this issue,

44
teachers and students with the mean scores and standard deviations of (M=2.27, SD=1.23) and
(M=2.34, SD=1.19) responded very little to the item stated teachers use instructional methods
that actively engage students in the lesson. Also the overall mean 2.31 shows very little towards
the item. The independent t-test result -0.742 with the p-value of 0.459>0.05 indicates that there
is no statistically significant difference between the responses of the two groups of respondents.
So, it can be said that, teachers use very little instructional methods that actively engage students
in the lesson.

Item 6 table 5 the mean scores and standard deviations of teachers were (M=2.58, SD=1.20)
which was some degree to the item and a students with (M=2.44, SD=1.23) which was very little
to the item. But, the overall mean 2.51 shows some degree towards the item stated teacher
continuously assess students’ learning in the school. The independent t-test result 1.338 with the
p-value of 0.182>0.05 indicates that there is no statistically significant difference between the
responses of the two groups of respondents. So, it can be said that, teacher to some degree
continuously assess students’ learning in the school.

Regarding to item 7 of Table 5 Teachers and Students were asked to give their response whether
teachers give meaningful feedback to students that is useful to their learning achievement or not.
Concerning to this issue, Teachers and Students with mean scores and standard deviations of
(M=2.69, SD= 1.28) and (M=2.48, SD= 1.28) responded some degree and very little
respectively. Also the overall mean 2.58 shows some degree to the item. The t-test value 1.897
with p-value 0.058>0.05 indicates that there is no statistically significant difference between the
two groups of respondents towards the item. Based on this response, it can be concluded that
teachers to some degree give meaningful feedback to students that is useful to their learning
achievement.

As can be seen from Table 5 item 8, Teachers and Students were asked to give their response
whether the school provides trainings for teachers that are helpful to improve their instruction or
not. Concerning to this issue, Teachers and Students with mean scores and standard deviations of
(M=2.28, SD= 1.30) and (M=2.47, SD= 1.22) responded very little respectively. Also the overall
mean 2.38 shows very little to the item. The t-test value -1.759 with p-value 0.079> 0.05
indicates that there is no statistically significant difference between the two groups of

45
 respondents towards the item. Based on this response, it can be concluded that very little
trainings were provided by the school for teachers that are helpful to improve their instruction.

Item 9 table 5 the mean scores and standard deviations of teachers were (M=2.21, SD=1.19)
which was some degree to the item and a students with (M=2.99, SD=1.20) which was very little
to the item. But, the overall mean 2.60 shows some degree towards the item stated teachers work
cooperatively and help each other to improve their instruction. The independent t-test result -
7.683 with the p-value of 0.000<0.05 indicates that there is statistically significant difference
between the responses of the two groups of respondents. So, it can be said that, teacher to some
degree work cooperatively and help each other to improve their instruction.

As can be observed in Table 5 item 10, Teachers and Students were asked to give their response
whether teachers strongly engaged in continuous professional development in the school or not.
Concerning to this issue, Teachers and Students with mean scores and standard deviations of
(M=2.45, SD= 1.08) and (M=2.51, SD= 1.29) responded very little and some degree
respectively. Also the overall mean 2.48 shows very little to the item. The t-test value -0.506
with p-value 0.613>0.05 indicates that there is no statistically significant difference between the
two groups of respondents towards the item. Based on this response, it can be concluded that,
teacher’s engagement in continuous professional development in the school was very little.

Table 6: Teachers and Students responses on community dimensions of school climate

N Items related to community dimensions Respond N M S.D. Overall t-value P
o of school climate ents mean
1 The relationship among teachers is Teachers 235 2.71 1.19 2.86
based on support ,respect, and care for Students 349 -3.102 .002
3.01 1.17
each other
2 the relationship among students is based Teachers 235 2.12 1.16 2.30 -3.646 .000
Students 349 2.49 1.26

46
 on support, respect, and care for each
other
3 The relationship among teachers and Teachers 235 3.41 1.09 2.97
students are friendly and care for each Students 349 8.903 .000
2.53 1.22
other
Principals have collaborative Teachers 235 3.02 1.07 2.99
.606 .545
4 relationship with teachers Students 349 2.96 1.10
5 The school equally treats students of any Teachers 235 2.87 1.09 2.91
-1.034 .302
ethnicity, gender, or religious affiliation Students 349 2.96 1.08
6 Parents and other Community members Teachers 235 1.94 1.05 2.19
highly attend meetings to stay informed Students 349 -4.896 .000
2.44 1.31
about school events.
7 There is good communication between Teachers 235 2.07 1.11 2.22
-3.177 .002
parents and school staff Students 349 2.38 1.18
8 The school leaders lets the school Teachers 235 2.96 1.18 2.96
community members know what is Students 349
.094 .925
expected of them to improve students 2.96 1.09
academic achievement
Aggregated Mean 2.68

Key:- N=frequency M=mean and SD=standard deviation t=t value

Note :- df=582, t-test result is significant at p≤0.05

As indicated in Table 6 item 1, Teachers and Students were asked to rate whether the
relationship among teachers is based on support, respect, and care for each other or not.
Concerning to this issue, Teachers and Students with mean scores and standard deviations of
(M=2.71, SD= 1.19) and (M=3.01, SD= 1.17) responded some degree respectively. Also the
overall mean 2.86 shows some degree to the item. The t-test value -3.102 with p-value 0.002<
0.05 indicates that there is statistically significant difference between the two groups of
respondents towards the item. Based on this response, it can be concluded that, the relationship
among teachers was to some degree based on support, respect, and care for each other.

47
Regarding to item 2 of the same Table, Teachers and Students were asked to rate whether the
relationship among students is based on support, respect, and care for each other or not.
Concerning to this issue, Teachers and Students with mean scores and standard deviations of
(M=2.12, SD= 1.16) and (M=2.49, SD= 1.26) responded very little respectively. Also the
overall mean 2.30 shows very little to the item. The t-test value -3.646 with p-value 0.000< 0.05
indicates that there is statistically significant difference between the two groups of respondents
towards the item. Based on this response, it can be concluded that, the relationship among
students wasn’t based on support, respect, and care for each other.

In item 3 of Table 6, the respondents were asked to rate whether the relationship among teachers
and students are friendly and care for each other or not. Concerning to this issue, Teachers and
Students with mean scores and standard deviations of (M=3.41, SD= 1.09) and (M=2.53, SD=
1.22) responded some degree respectively. Also the overall mean 2.97 shows some degree to the
item stated the relationship among teachers and students are friendly and care for each other.
The t-test value 8.903 with p-value 0.000< 0.05 indicates that there is statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, the relationship among teachers and students were to some degree
friendly and care for each other.

Regarding to item 4 of the same Table, Teachers and Students were asked to indicate whether
Principals have collaborative relationship with teachers or not. Hence, Teachers and Students
with mean scores and standard deviations of (M=3.02, SD= 1.07) and (M=2.96, SD= 1.10)
responded some degree respectively. Also the overall mean 2.99 shows some degree to the item.
The t-test value -3.646 with p-value 0.545> 0.05 indicates that there is no statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, Principals to some degree have collaborative relationship with teachers.

As can be observed in item 5 of table 6, Teachers and Students were asked to rate whether the
school equally treats students of any ethnicity, gender, or religious affiliation or not. As a result,
teachers and Students with mean scores and standard deviations of (M=2.87, SD= 1.09) and
(M=2.96, SD= 1.08) responded some degree respectively. Also the overall mean 2.91 shows

48
some degree to the item. The t-test value -1.034 with p-value 0.302> 0.05 indicates that there no
statistically significant difference between the two groups of respondents towards the item.
Based on this response, it can be concluded that, the school to some degree equally treats
students of any ethnicity, gender, or religious affiliation.

As can be seen from Table 5 item 6, Teachers and Students were asked to give their response
on whether parents and other Community members highly attend meetings to stay informed
about school events or not. Hence, teachers and students with mean scores and standard
deviations of (M=1.94, SD= 1.05) and (M=2.44, SD= 1.31) responded very little respectively.
Also the overall mean 2.19 shows very little to the item. The t-test value -4.896 with p-value
0.000< 0.05 indicates that there is statistically significant difference between the two groups of
respondents towards the item. From, this response, it can be concluded that the practice of
parents and other community members attending meetings to stay informed about school events
was very little.

Regarding to item 7 of the same Table, Teachers and Students were asked to rate whether there
is good communication between parents and school staff or not. Concerning to this issue,
Teachers and Students with mean scores and standard deviations of (M=2.07, SD= 1.11) and
(M=2.38, SD= 1.18) responded very little respectively. Also the overall mean 2.22 shows very
little to the item. The t-test value 3.177 with p-value 0.002< 0.05 indicates that there is
statistically significant difference between the two groups of respondents towards the item.
Based on this response, it can be concluded that, there was very little communication between
parents and school staff in the sample secondary schools.
Finally, in Tables 6 item 8 respondents were asked whether the school leaders lets the school
community members know what is expected of them to improve students’ academic achievement
or not. Concerning to this issue, teachers and students with the mean scores and standard
deviations of (M=2.96, SD= 1.18) and (M=2.96, SD= 1.09) responded some degree respectively
to the item. The overall mean result 2.96 shows that the respondents responded some degree to
the item. The t-test result 0.094 with p-value of 0.925> 0.05 indicates that there is no statistically
significant difference between the responses of the two groups of respondents. Depending on

49
 this, it can be concluded that the school leaders to some degree lets the school community
members know what is expected of them to improve students’ academic achievement.

Table 7: Teachers and Students responses on Institutional environmental dimensions of

school climate
No Items related to Institutional Respond N M S.D. Overa t-value P
environmental dimensions of school ents ll
climate mean
1 The classroom size is manageable and Teachers 235 2.13 1.17 2.27
-2.762 .006
conducive for teaching and learning Students 349 2.41 1.25
2 The school is clean quiet and Teachers 235 2.09 1.19 2.52
-9.034 .000
conducive for teaching and learning Students 349 2.96 1.10
3 The school laboratory room is well Teachers 235 2.07 1.23 2.20
equipped and have necessary Students 349 -2.532 .012
2.32 1.11
chemicals to do practical work
The school library is well equipped Teachers 235 2.20 1.21 2.36
4 and have necessary supplementary Students 349 -3.069 .002
2.52 1.23
books
5 The school provided IT and interne Teachers 235 2.08 1.24 2.24
services for teachers and students to Students 349
-3.027 .003
improve the knowledge of using 2.39 1.15
technologies
6 The school pedagogical center provide Teachers 235 2.18 1.16 2.32
appropriate teaching aids to support Students 349 -2.587 .010
2.45 1.24
classroom teaching
Aggregated Mean 2.36
Key:- N=frequency M=mean and SD=standard deviation t=t value
Note :- df=582, t-test result is significant at p≤0.05
Regarding to item 1 of Table 7, Teachers and Students were asked to rate whether classroom
size is manageable and conducive for teaching and learning or not. Hence, teachers and students
with mean scores and standard deviations of (M=2.13, SD= 1.17) and (M=2.41, SD= 1.25)
responded very little respectively. Also the overall mean 2.27 shows very little to the item. The
t-test value -2.762 with p-value 0.006< 0.05 indicates that there is statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, the classroom size wasn’t manageable and conducive for teaching and
learning.

50
As indicated in Table 7 item 2, Teachers and Students were asked to give their on whether the
school is clean, quiet and conducive for teaching and learning or not. Concerning to this issue,
teachers and students with mean scores and standard deviations of (M=2.09, SD= 1.19) and
(M=2.96, SD= 1.10) responded very little and some degree respectively. Also the overall mean
2.52 shows very little to the item. The t-test value -9.034 with p-value 0.000<0.05 indicates that
there is statistically significant difference between the two groups of respondents towards the
item. Based on this response, it can be concluded that, the school was to some degree clean,
quiet and conducive for teaching and learning.

In item 3 of the same Table, Teachers and Students were asked to indicate whether the school
laboratory room is well equipped and have necessary chemicals to do practical work or not. In
this regard, Teachers and Students with mean scores and standard deviations of (M=2.07, SD=
1.23) and (M=2.32, SD= 1.11) responded very little respectively. Also the overall mean 2.20
shows very little to the item. The t-test value -2.532 with p-value 0.012< 0.05 indicates that
there is statistically significant difference between the two groups of respondents towards the
item. Based on this response, it can be concluded that, the school laboratory room wasn’t well
equipped and have necessary chemicals to do practical work.

As can be seen from item 4 of Table7, Teachers and Students were asked to indicate whether the
school library is well equipped and have necessary supplementary books or not. Concerning this
issue, teachers and students with mean scores and standard deviations of (M=2.20, SD= 1.21)
and (M=2.52, SD= 1.23) responded very little and some degree respectively. Also the overall
mean 2.36 shows very little to the item. The t-test value -3.069 with p-value 0.002< 0.05
indicates that there is statistically significant difference between the two groups of respondents
towards the item. Depending on this response, it can be concluded that, the school library wasn’t
well equipped and have necessary supplementary books to serve students and teachers in sample
secondary schools.

Regarding to item 5 of Table 7, Teachers and Students were asked to rate whether the school
provided IT and internet services for teachers and students to improve the knowledge of using
technologies or not. Hence, teachers and students with mean scores and standard deviations of

51
(M=2.08, SD= 1.24) and (M=2.39, SD= 1.15) responded very little respectively. Also the
overall mean 2.24 shows very little to the item. The t-test value -3.027 with p-value 0.003< 0.05
indicates that there is statistically significant difference between the two groups of respondents
towards the item. Based on this response, it can be concluded that, the school didn’t provided IT
and interne services for teachers and students to improve the knowledge of using technologies.

Finally, in Tables 7 item 6 respondents were asked whether the school pedagogical center
provide appropriate teaching aids to support classroom teaching or not. Concerning to this issue,
teachers and students with the mean scores and standard deviations of (M=2.18, SD= 1.16) and
(M=2.45, SD= 1.24) responded very little respectively to the item. The overall mean result 2.32
shows that the respondents responded very little to the item. The t-test result -2.587 with p-value
of 0.010< 0.05 indicates that there is statistically significant difference between the responses of
the two groups of respondents. Depending on this, it can be concluded that, the school
pedagogical center didn’t provide appropriate teaching aids to support classroom teaching.

Generally, the aggregated mean value for school climate dimensions such as: safety dimensions
of school climate, academic dimensions of school climate and community dimensions of school
climate were found to be 2.81, 2.61, and 2.68 respectively. This aggregated mean value indicated
that, in the sample schools there is to some degree safe school climate for students to attend their
education in school compound, the schools academically performed to some degree and the
relationship among school community is to some degree based on support, respect, and care for
each other. These dimensions of school climate to some degree affect students’ academic
achievement in sample secondary schools. On the other hand the aggregated mean value for
institutional environmental dimensions of school climate was 2.36. This indicates that the
conduciveness of institutional environmental dimensions of school climate in the sample
secondary schools to improve students’ academic achievement was very little. This is because
the classroom size was not manageable and conducive for teaching and learning; the school
laboratory room was not well equipped and have no necessary chemicals to do practical work;
the school library wasn’t well equipped and have no necessary supplementary books to serve
students and teachers; the school didn’t provided IT and interne services for teachers and
students to improve the knowledge of using technologies and the school pedagogical center
didn’t provide appropriate teaching aids to support classroom teaching in sample secondary

52
schools. Thus, this dimension of school climate highly affects students’ academic achievement in
sample secondary schools.

School principals and supervisors were asked to give their views to interview question stated
how conducive the school climate is for all students and teachers to carry out teaching and
learning process? They responded that:

Principal 1 & 4 “ the school climate was no such conducive as it expected to be for teachers and
students to carry their teaching and learning process because there is shortage of text books and
reference books in school, laboratory chemicals and equipment were not available to conduct all
lab activities present in their text books”

Principal 2 & 3 “school climate is not conducive to carry out teaching and learning process in
school. Because, there is high number of students in school which is above the standard, as a
result there is shortage of class rooms in schools, shortage of desks, reference books, laboratory
chemicals. Above all shortage of financial resource in school to fulfill all the necessary
equipment necessary to smoothly carry out teaching learning process.”

Principal 5 & 6“ the conduciveness of school climate for teaching and learning process is low
because as we are in the era of technology, the school needs the devices that enhances these
services however, in school there is no sufficient IT and interne services for teachers and
students to improve the knowledge of using technologies, parents and other community members
participating in school events was very little, teachers didn’t effectively engaged in continuous
professional development in the school, very little instructional methods teachers used in the
classroom didn’t actively engage students in the lesson and there is no effective counseling and
supportive services for students in the school to improve students disciplinary problems.
Therefore from this point of view it is difficult for us to say the school climate is conducive for
teaching and learning process rather it needs hard works to improve this situation.”
Supervisor 1, 2 & 5 “school climate is conducive for some extent, however it needs a lot
improvements for instance, there is students disciplinary problems in schools, teachers were not
well prepared the lesson when they inter classroom, they didn’t support the lesson with teaching
aids and uses current technologies that helps students to get standardized lesson, school leaders
were not effectively monitoring and evaluating teaching and learning process in the school, the

53
 service giving rooms like library, laboratory and pedagogical center were not effectively serving
teachers and students.”

Supervisor 3 & 4 “school climate is not conducive as it is expected to be. Because the schools
were in standard 2 that is not such conducive in respect of inputs, processes and results. There
were no sufficient classrooms, there were no sufficient MA/MSc holder teachers in school as the
standard set by ministry of education for secondary schools, laboratory rooms were not well
equipped with necessary utensils and chemicals, IT laboratories were not effective enough to
give services for students and teachers, there were no well-organized pedagogical center in
school, the teaching methods used by teachers were not attractive and interesting to students to
actively engage in classroom lesson, the assessment methods were not well standardized, the
local government and community didn’t effectively supply appropriate financial resource for
schools and students score in national exam results were below pass mark.”

Supervisor 6 & 7 “the school climate is averagely conducive for teaching and learning process.
Because, in school there are educational resources that enhances to carry out teaching learning
process for instance, in the school there are learning rooms, laboratories, libraries pedagogical
center, ICT rooms, offices, staffs, sport fields, resting rooms etc… however, to make school
climate highly conducive all stake holders should work hard to provide effective educational
services for teachers and students to carry out effective teaching and learning process in the
school.”

4.3. Students’ academic achievement

This section presents the data gathered from teachers and students concerning the level of
students’ academic achievement in the schools of study area. Analysis of data was given in table
8 below.

Table 8: Teachers and Students responses on students’ Academic achievement

No Items related to students’ Academic Respond N M S.D. Overal t-value P
achievement ents l mean
1 The number of students promoted by Teachers 235 2.22 1.18 2.26
-.873 .383
scoring above 75% Students 349 2.30 1.17
2 Students who achieve the goals that Teachers 235 2.11 1.17 2.25 -2.776 .006

54
 have been set for them Students 349 2.38 1.17
3 Students who seek extra work to get Teachers 235 2.28 1.28 2.39
-2.038 .042
good grades. Students 349 2.49 1.23
4 Students try hard to improve their Teachers 235 2.20 1.26 2.33
-2.492 .013
achievement Students 349 2.47 1.24
5 Teachers sets high standards for Teachers 235 2.26 1.19 2.65
-7.702 .000
students’ academic performance Students 349 3.04 1.22
6 The standard for student promotion Teachers 235 2.36 1.24 2.34
.601 .548
rate met in this school Students 349 2.31 1.12
7 The academic achievement is Teachers 235 3.61 1.04 3.32
recognized and acknowledged by the Students 349 6.529 .000
3.02 1.08
school
8 The rate of celebrating academic Teachers 235 2.28 1.20 2.64
success in ways that motivate Students 349 -7.347 .000
3.00 1.12
students and staff
9 The rate of students graduate from Teachers 235 1.98 .99 2.11
-2.628 .009
this school join university they prefer Students 349 2.23 1.16
10 The number of students scoring their Teachers 235 2.02 1.01 2.29
average grades between 50% and Students 349 -5.324 .000
2.56 1.31
60%
Key:- N=frequency M=mean and SD=standard deviation t=t value df=582, t-test result is
significant at p≤0.05
The mean value from ≤1.49 were very low, 1.5 to 2.49 were Low, from 2.5 to 3.49 were
Average, from 3.50 to 4.49 were High, and from 4.50 to 5.00 were very High for students’
academic achievement.

As shown in item 1 of Table 8, Teachers and Students were asked to rate the number of students
promoted by scoring above 75% in their school. Hence, teachers and students with mean scores
and standard deviations of (M=2.22, SD= 1.18) and (M=2.30,SD= 1.17) responded low
respectively . Also the overall mean 2.26 shows low to the item. The t-test value -.873 with p-
value 0.383> 0.05 indicates that there is no statistically significant difference between the two

55
groups of respondents towards the item. Based on this response, it can be concluded that, the
number of students promoted by scoring above 75% in the school were low.

Regarding to item 2 of Table 8, Teachers and Students were asked to rate students who achieve
the goals that have been set for them. Concerning this issue, teachers and students with mean
scores and standard deviations of (M=2.11, SD= 1.17) and (M=2.38, SD= 1.17) responded low
respectively. Also the overall mean 2.25 shows low to the item. The t-test value -2.776 with p-
value 0.006< 0.05 indicates that there is statistically significant difference between the two
groups of respondents towards the item. Based on this response, it can be concluded that,
students who achieve the goals that have been set for them were low in sample secondary
schools.

In item 3 of the same table, teachers and students were requested to rate students who seek extra
work to get good grades. Concerning this issue, teachers and students with mean scores and
standard deviations of (M=2.28, SD= 1.28) and (M=2.49, SD= 1.23) responded low
respectively. Also the overall mean 2.39 shows low to the item. The t-test value -2.038 with p-
value 0.042< 0.05 indicates that there is statistically significant difference between the two
groups of respondents towards the item. Based on this response, it can be concluded that,
students who seek extra work to get good grades were low in sample secondary schools.

As indicated in table 8 of item 4, the respondents were requested to rate whether Students try
hard to improve their achievement or not. Concerning this issue, teachers and students with
mean scores and standard deviations of (M=2.20, SD= 1.26) and (M=2.47, SD= 1.24) responded
low respectively. Also the overall mean 2.33 shows low to the item. The t-test value -2.492 with
p-value 0.012< 0.05 indicates that there is statistically significant difference between the two
groups of respondents towards the item. Depending on this response, it can be concluded that,
students who try hard to improve their achievement were low in sample secondary schools.

In Table 8 item 5, Teachers and Students were asked to give their response on whether teachers
set high standards for students’ academic performance or not. Concerning to this issue, teachers
and students with mean scores and standard deviations of (M=2.26, SD= 1.19) and (M=3.04,

56
SD= 1.22) responded low and average respectively. Also the overall mean 2.65 shows average
to the item. The t-test value -7.702 with p-value 0.000<0.05 indicates that there is statistically
significant difference between the two groups of respondents towards the item. Based on this
response, it can be concluded that, teachers averagely sets high standards for students’ academic
performance.

As shown in item 6 of table 8, Teachers and Students were requested to indicate whether the
standard for student promotion rate met in this school or not. Hence, teachers and students with
mean scores and standard deviations of (M=2.36, SD= 1.24) and (M=2.31, SD= 1.12) responded
low respectively. Also the overall mean result 2.34 shows low to the item. The t-test value 0.601
with p-value 0.548> 0.05 indicates that there is no statistically significant difference between the
two groups of respondents towards the item. From this response, it can be concluded that, the
standard for student promotion rate met in this school were low.

Regarding to item 7 of Table 8, Teachers and Students were asked to rate the level academic
achievement is recognized and acknowledged by the school. Regarding to this issue, teachers
and students with mean scores and standard deviations of (M=3.61, SD= 1.04) and (M=3.02,
SD= 1.08) responded high and average respectively. Also the overall mean 3.32 shows average
to the item. The t-test value 6.529 with p-value 0.000< 0.05 indicates that there is statistically
significant difference between the two groups of respondents towards the item. Therefore, it can
be concluded that, academic achievement was averagely recognized and acknowledged by the
sample secondary schools.

In item 8 of the same table, the respondents were asked to give their response on whether the
rate of celebrating academic success in ways that motivate students and staff or not. Hence,
teachers and students with mean scores and standard deviations of (M=2.28, SD= 1.20) and
(M=3.00, SD= 1.12) responded low and average respectively. Also the overall mean 2.64 shows
average to the item. The t-test value -7.347 with p-value 0.000<0.05 indicates that there is
statistically significant difference between the two groups of respondents towards the item.
Based on this response, it can be concluded that the sample secondary schools averagely
celebrating academic success in ways that motivate students and staff.

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 As shown in item 9 of Table 8, Teachers and Students were asked to indicate the rate of students
graduate from this school join university they prefer. Hence, teachers and students with mean
scores and standard deviations of (M=1.98, SD= 0.99) and (M=2.23, SD= 1.16) responded low
respectively. Also the overall mean 2.11 shows low to the item. The t-test value -2.628 with p-
value 0.009< 0.05 indicates that there is statistically significant difference between the two
groups of respondents towards the item. Therefore, it can be concluded that, low number of
students graduate from the sample school join university they prefer.

In Table 8 item 10, Teachers and Students were asked to rate the number of students scoring
their average grades between 50% and 60%. Concerning to this issue, teachers and students with
mean scores and standard deviations of (M=2.02, SD= 1.01) and (M=2.56, SD= 1.31) responded
low and average respectively. The overall mean 2.29 shows low to the item. The t-test value -
5.324 with p-value 0.000<0.05 indicates that there is statistically significant difference between
the two groups of respondents towards the item. Based on this response, it can be concluded
that, the number of students scoring their average grades between 50% and 60% were low in
sample secondary schools.

Table 9: Document analysis on students’ academic achievement of Ethiopian University

Entrance Exam result (2014 E.C) of sample schools
Descriptions of result
metasebiya
wagesho

Gesuba

faracho
Melese

Galcha
Tebela

Dalbo
Abala
Wana

Total

Schools

M 144 343 329 222 70 88 66 1262

no
of students

F 198 296 412 174 80 66 75 1301

Total

T 342 639 741 396 150 154 141 2563

M (1-262) 70 144 144 34 18 50 19 479
Natur

F(1-226) 62 110 208 43 21 44 20 508

al

58
scienc T 132 254 352 77 39 94 39 987
e M(263-349) 7 3 6 11 1 - 2 30
stude remedial F(227-349) 3 2 3 2 3 - - 13

program
joined

nts T 10 5 9 13 4 - 2 43

≥350(joine M 3 - 2 3 - - - 8
d F - - - 1 - - - 1
university) T 3 - 2 4 - - - 9
M (1-219) 74 191 171 145 47 38 40 706
F(1-189) 136 183 201 127 55 22 53 777
T 210 374 372 272 102 60 93 1483
M(220-299) 3 5 5 11 4 - 5 33
Joined
Social science students

remedial
program

F(190-299) 1 - - 1 - 2 4
T 3 6 5 11 5 - 7 37
≥300(joine M - - 1 9 - - - 10
d F - - - 1 - - - 1
university) T - - 1 10 - - - 11

As can be observed in table 9 The data obtained from document analysis of Ethiopian university
entrance exam results of grade 12 students in sample schools indicated that, among seven
sampled schools among the total of 987 natural science students only in three schools (Wana
wagesh, Tebela and Melese metasebiya secondary schools) 9(0.9%) natural science students can
able to join university by achieving pass mark that is ≥350. In the other four schools (Gesuba,
Abela faracho, Galcha and Dalbo secondary school) none of natural science students who took
EUEE scored pass mark. On the other hand among the total of 1483 social science students only
in two secondary schools (Tebela and Melese metasebiya) 11(0.74%) social science students
were able to join university by achieving pass mark that is ≥300. In the other five schools (Wana
Wagesho, Gesuba, Abela faracho, Galcha and Dalbo secondary school) none of social science
students who took EUEE scored pass mark.

Generally, among 2563(M=1262 and F=1301) students who took EUEE in sample schools, only
20 (0.78%) students were able to join university by achieving pass mark. The rest 2543

59
(99.22%) of students were unable to achieve pass mark to join university. The remedial program
adjusted by Ministry of education for one academic year gave the opportunity for students who
scored (263-349) marks for male natural science students and (227-349) marks for female
natural science students. Based on this 43(M= 30 and F=13) students joined remedial programs.
On the other hand 33 male social science students who scored between (220-299) marks and 4
female social science students scored between (227-349) marks joined the remedial program.
The total of 80(3.12%) students joined the remedial programe. The rest 2463(96.09%) of
students neither joined university nor joined the remedial program. From this data analysis it can
be concluded that students in sample schools were achieved very less in their EUEE that is
99.22% of students in sample schools were unable to achieve above 50% in EUEE.

4.4. Correlation Analysis

Pearson product moment correlation coefficient (r) was employed to examine the relationship
between school climate and students’ academic achievement and to identify school climate
dimensions that highly affect students’ academic achievement. The strength and direction of
correlation coefficient or (r) value was judged according to Gay's & Mills's (2012) range:
between +0.35 and -0.35 = weak or none, between +0.35 and +0.65 or between -0.35 and -0.65=
moderate, between +0.65 and +1.00 or between -1.00 and -0.65= strong. Finally, multiple linear
regression analysis was employed to predict the relationship between school climate and
students’ academic achievement. Also the effect size of the predictor variables is given by the
beta weightings. The Beta weight is the amount of standard deviation unit of change in the
dependent variable for each standard deviation unit of change in the independent variable. In
interpreting the effect size, Muijs (2004) gives the following guidance: 0 – 0.1 weak effects, 0.1
– 0.3 modest effects, 0.3 – 0.5 moderate effects and > 0.5 strong effects. The data obtained from
the document analysis, and unstructured interview were analyzed qualitatively.

Table 10: Correlation Analysis

No School climate 1 2 3 4 5
Dimensions
1 Students’ academic 1
achievement
2 Safety dimensions of Pearson .403** 1

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 school climate Correlation
Sig. (2-tailed) .000
3 Academic dimensions of Pearson 1
.328** .769**
school climate Correlation
Sig. (2-tailed) .000 .000
4 community dimensions of Pearson .820* 1
.396** .676**
school climate Correlation *
Sig. (2-tailed) .000 .000 .000
5 Institutional Pearson .414* 1
.567** .359** .412**
environmental dimensions Correlation *
of school climate Sig. (2-tailed) .000 .000 .000 .000
* Correlation is significant at the 0.05 level (2-tailed).

** Correlation is significant at the 0.01 level (2-tailed).

As indicated in table 8 The r value for safety dimensions of school climate, Academic
dimensions of school climate, community dimensions of school climate and Institutional
environmental dimensions of school climate was calculated and found to be 0.403, 0.328, 0.396
and 0.567 respectively with p=0.000 were significant at p ≤0.01. Therefore, it can be concluded
that school climate and students’ academic achievement have positive correlation, which is
statistically significant.

Concerning the strength of correlation, Academic dimensions of school climate with r values
0.328 was under the range of weak correlation i.e., between +0.35 and -0.35 as was judged
according to Gay's & Mills's (2012) range. Therefore this variable was weakly correlated with
students’ academic achievement. Whereas safety dimensions of school climate, community
dimensions of school climate and Institutional environmental dimensions of school climate with
r values 0.403, 0.396 and 0.567 respectively were under the range of moderate correlation i.e.,
between+0.35 and +0.65. This statistics shows that, safety dimensions of school climate,
community dimensions of school climate and Institutional environmental dimensions of school
climate were moderately correlated with students’ academic achievement.

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School principals and supervisors were asked to give their views to interview question stated Do
you think there is relationship between school climate and student’s achievement? If yes, please
explain the relationship between school climate and student’s achievement? They responded
that:

Principal #1&4 “Yes, because in order to schools to deliver quality educations to student, the
first task of the school should be making school climate conducive for teaching and learning
process. In unconducive school climate the teachers are unable to deliver quality lesson as well
as the students cannot fully engaged in classroom lessons. Thus, in my perspective the student’s
achievement mostly depends on conducive school climate.”

Principal #2&5 “Yes I think so. Because to produce outstanding students in school, the school
needs well organized school inputs like teachers, infrastructures, teaching materials and effective
teaching and learning process. In absence of these school climate conditions the students cannot
succeed in their academic endeavors. Thus there is a relationship between school climate and
students’ academic achievement.”

Principal #3&6 “ Yes, in schools where students are disciplined, teachers are committed to help
students, there is well organized libraries and laboratories to give services to students, students
can be motivated to attend the classroom lessons, uses the services given in the school and on the
occasion they become high academic achiever. In contrary to this where these conditions are not
available in school students achievement can be less than the expected. Therefore without my
school climate have relations to students’ academic achievement.”

Supervisor #1 & 3 “Yes, in this 21th century the development of science and technology changed
a school environment a lot. Thus teachers should cope up themselves with current technology
based school climate. For instance the school should provide internet access to students and
teachers. They should have access to digital library to students and teachers, teaching materials
like text books, reference books should be acceded to teachers and students to minimize manual
coasts to access text books to students and reference books in libraries, laboratories should be
functional to give services to teachers and students. If this is so students can academically
achieve good result. Otherwise they cannot equally compete the current technology based
educational system. Thus, school climate can highly affect students’ academic achievement.”

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Supervisor #2&7” Yes, there is clear relations between school climate and students’ academic
achievement. Because students can achieve good results in schools where there is conducive
school climate. In schools where there is students discipline problems ,lack of teaching materials,
large classroom size, poor laboratory and library services, less community support and poor
relationships between school communities, students achievement can negatively affected.”

Supervisor # 4, 5&6 “ Yes. Because the Government of Ethiopia sets school improvement
programs to improve school climate setting in such a way that can improve students’ academic
achievement. However, our schools are still not such conducive enough to bring expected
students’ academic achievement. Thus, students scored less result in regional and national
examinations. This clearly shows there is relationship between school climate and students’
academic achievement.”

From, the above correlation analysis and interview responses of principals and supervisors, it can
be concluded that there is relationship between school climate and students’ academic
achievement in sample secondary schools.

4.5 Regression Analysis

This next section focuses on whether or not predictive models could be created for teachers and
students’ response on students’ academic achievement was based on individual view of school
climate dimensions.

Table 11: Presents regression results on the predicts of students’ academic achievement

Table 11.1: Regression analysis Model Summary

Model R R Square Adjusted R Square Std. Error of the estimate
1 .625a .391 .387 .94978
As indicated in table 10.1, the value of adjusted R (0.387) is moderate as judged by Gay's &
Mills's (2012). Indicating that there is moderate relationship between the independent variables
school climate and dependent variables students’ academic achievement. This indicates that that,
38.7 % of the variance in the dependent variable can be explained by the independent variables.

63
Table 11.2: ANOVA
Model Sum of Df Mean Square F Sig.
squares
Regression 335.583 4 83.896 93.002 .000b
Residual 522.307 580 .902
Total 857.890 584

The regression analysis of variance (ANOVA) in table 10.2 was statistically significant (as
0.000, p <0.01). This statistics indicating that there is significant relationship between the
independent variables (school climate) and dependent variables (students’ academic
achievement) of this study.

Table 11.3 Regression analysis coefficient a

Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
Constant .560 .116 4.807 .000
Safety dimensions of school
.317 .055 .295 5.761 .000
climate
Academic dimensions of
-.297 .067 -.295 -4.459 .000
school climate
community dimensions of
.232 .056 .239 4.143 .000
school climate
environmental dimensions of
.506 .038 .485 13.461 .000
school climate

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As depicted in table 10.3: Regression analysis Coefficients shows that, the beta weighting for
safety dimensions of school climate, Academic dimensions of school climate, community
dimensions of school climate respectively was described as β=0.295, β=-0.295 and β=0.239
respectively having a modest effect. Whereas for institutional environmental dimensions of
school climate (β =0.485) as having moderate effect.

This analysis of beta weighting tell us that, for every standard deviation unit change in the
independent variable school climate measured by safety dimensions of school climate,
community dimensions of school climate and Institutional environmental dimensions of school
climate the dependent variable (students’ academic achievement) will rise by 0.295 (29.5 %),
0.239 (23.9 %) and 0.485 (48.5 %) respectively of one standard deviation unit (Cohen et al.,
2007).While for the school climate assessed by academic dimension of school climate , the
dependent variable will drop by -0.295 (-29.5 %) of one standard deviation unit. All the four
independent variables correlate significantly with dependent variables as their significant
correlation coefficients were 0.000, these values fall within p ≤0.01. These, implies that the
independent variables (school climate) have significant effect on students’ academic
achievement.

School principals and supervisors were asked to give their views to interview question stated To
what extent does school climate dimension affect students’ academic achievement? Which
dimensions of school climate do you think is highly affect students’ academic achievement in
your school? They responded that:

Principal # 1,2&5 replied that, “school climate dimensions highly affects students’ academic
achievement. Among them academic dimensions and institutional environmental dimensions of
school climate highly affects students’ academic achievement.”

Principals #3,6&7 replied that “ school climate dimensions highly affects students’ academic
achievements. But more of academic dimensions highly affect students’ academic
achievements.”

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Principal #4 also replied that, “a school climate dimension highly affects students’ academic
achievements. Among them institutional environmental and community dimensions more affects
students’ academic achievement.”

Supervisors# 2,6,&7 during the time of interview replied to this particular questions that “school
climate dimensions highly affects students’ academic achievements. Concerning their strength of
effect, safety, community, academic and institutional environmental respectively affects the least
to highest.”

Supervisors# 1,3&5 responded “school climate dimensions highly affects students’ academic
achievements. However, institutional environmental climate and academic school climate more
affects students’ academic achievement than others.”

Generally, from regression analysis and interview responses of principals and supervisors it can
be concluded that, Safety, academic and community dimensions of school climate to some
degree affects students’ academic achievement in sample secondary schools. Whereas
institutional environmental dimensions of school climate highly affects students’ academic
achievement in sample secondary schools. This is because most of the service giving rooms in
the schools such as school laboratory, library, pedagogical centers, and IT centers were not well
equipped with necessary materials like chemicals books, teaching aids and internet accesses to
provide appropriate services to the school community.
As shown in item 1 of Table 11, Teachers and Students were asked to rate whether the principal
creates a conducive environment for teaching and learning or not. Hence, teachers and students
with mean scores and standard deviations of (M=2.14, SD=1.15) and (M=2.31,SD= 1.13)
responded very little respectively . Also the overall mean 2.23 shows very little to the item. The
t-test value -1.716 with p-value 0.087> 0.05 indicates that there is no statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, the principals’ action of creating a conducive environment for teaching
and learning was very little in sample secondary schools.

In item 2 of the same table, the respondents were asked to indicate whether the principal provide
instructional leadership to all staffs or not. Hence, teachers and students with mean scores and
standard deviations of (M=2.13, SD= 1.21) and (M=2.39, SD= 1.21) responded very little

66
 respectively . Also the overall mean 2.26 shows very little to the item. The t-test value -2.654
with p-value 0.008< 0.05 indicates that there is statistically significant difference between the
two groups of respondents towards the item. Therefore, it can be concluded that, the principal
provide very little instructional leadership to all staffs.

Regarding to item 3 tables 11, respondents were asked to rate whether the principal builds
positive relationships with the school community. Hence, teachers and students with mean
scores and standard deviations of (M=2.45, SD= 1.16) and (M=2.97, SD= 1.14) responded very
little and some degree respectively. The overall mean 2.71 shows some degree to the item. The
t-test value -5.354 with p-value 0.000<0.05 indicates that there is statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, the principal to some degree builds positive relationships with the school
community in sample secondary schools.

Table 12: Teachers and Students responses on teachers’ perceptions as measured by School
climate index
No Items related to School climate index Respond N M S.D. Overal t-value P
ents l mean
1 The principal creates a conducive Teachers 235 2.14 1.15 2.23
-1.716 .087
environment for teaching and learning Students 349 2.31 1.13
2 The principal provide instructional Teachers 235 2.13 1.21 2.26
-2.654 .008
leadership to all staffs Students 349 2.39 1.21
3 The principal builds positive Teachers 235 2.45 1.16 2.71
relationships with the school Students 349 -5.354 .000
2.97 1.14
community
4 Teachers have positive relationship and Teachers 235 2.52 1.18 2.61
-1.573 .116
support each other Students 349 2.69 1.27
5 Teachers are committed to helping Teachers 235 2.35 1.04 2.64
-6.163 .000
students Students 349 2.93 1.18
6 Teachers highly engaged in their Teachers 235 2.07 1.12 2.53 -9.672 .000

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 continuous professional development
Students 349 3.00 1.15
7 Students are highly engaged in their Teachers 235 2.06 1.18 2.25
-3.701 .000
school work Students 349 2.44 1.25
8 Students are highly motivated and Teachers 235 2.20 1.17 2.62
-8.218 .000
respect other high achieving students. Students 349 3.04 1.23
9 Organized community groups meet Teachers 235 2.43 1.33 2.52
-1.544 .123
regularly to discuss school issues. Students 349 2.60 1.29
10 Parents and other community members Teachers 235 2.53 1.10 2.77
are included on school planning Students 349 -4.920 .000
3.00 1.14
committees.
Aggregated Mean 2.51
Key:- N=frequency M=mean and SD=standard deviation t=t value df=582, t-test result is
significant at p≤0.05

As can be observed in item 4 of Table 11, Teachers and Students were asked to rate whether
teachers have positive relationship and support each other or not. Hence, teachers and students
with mean scores and standard deviations of (M=2.52, SD=1.18) and (M=2.69, SD= 1.27)
responded some degree respectively. Also the overall mean 2.61 shows some degree to the item.
The t-test value -1.573 with p-value 0.116> 0.05 indicates that there is no statistically significant
difference between the two groups of respondents towards the item. Therefore, it can be
concluded that, Teachers have to some degree positive relationship and support each other in
sample secondary schools.

Regarding to item 5 table 11, respondents were asked to rate the level teachers are committed to
helping students. Hence, teachers and students with mean scores and standard deviations of
(M=2.35, SD= 1.04) and (M=2.93, SD= 1.18) responded very little and some degree
respectively. The overall mean 2.64 shows some degree to the item. The t-test value -5.354 with
p-value 0.000<0.05 indicates that there is statistically significant difference between the two
groups of respondents towards the item. From this response, it can be concluded that, teachers
are to some degree committed to helping students in sample secondary schools.

68
In item 6 of the same table, teachers and students were asked to rate whether teachers highly
engaged in their continuous professional development or not. Hence, teachers and students with
mean scores and standard deviations of (M=2.07, SD= 1.12) and (M=3.00, SD= 1.15) responded
very little and some degree respectively. The overall mean 2.53 shows some degree to the item.
The t-test value -9.672 with p-value 0.000<0.05 indicates that there is statistically significant
difference between the two groups of respondents towards the item. Therefore, it can be
concluded that, teachers are to some degree engaged in their continuous professional
development in sample secondary schools.

As shown in item 7 of table 11, Teachers and Students were asked to rate whether Students are
highly engaged in their school work or not. Regarding to this issue, teachers and students with
mean scores and standard deviations of (M=2.06, SD=1.18) and (M=2.44, SD= 1.25) responded
very little respectively . Also the overall mean 2.25 shows very little to the item. The t-test value
-3.701 with p-value 0.000< 0.05 indicates that there is statistically significant difference
between the two groups of respondents towards the item. Based on this response, it can be
concluded that, very little students were highly engaged in their school work in sample
secondary schools.

In item 8 of table 11, respondents were asked to rate whether students are highly motivated and
respect other high achieving students or not. Concerning to this issue, teachers and students with
mean scores and standard deviations of (M=2.20, SD= 1.17) and (M=3.04, SD= 1.23) responded
very little and some degree respectively. The overall mean 2.62 shows some degree to the item.
The t-test value -8.218 with p-value 0.000<0.05 indicates that there is statistically significant
difference between the two groups of respondents towards the item. Based on this response, it
can be concluded that, students were to some degree motivated and respect other high achieving
students in sample secondary schools.

Regarding item 9 of the same table, respondents were asked to rate whether Organized
community groups meet regularly to discuss school issues or not. Hence, teachers and students
with mean scores and standard deviations of (M=2.43, SD= 1.33) and (M=2.60, SD= 1.29)
responded very little and some degree respectively. The overall mean 2.52 shows some degree

69
to the item. The t-test value -1.544 with p-value 0.123>0.05 indicates that there is no statistically
significant difference between the two groups of respondents towards the item. Therefore, it can
be concluded that, organized community groups to some degree meet regularly to discuss school
issues in sample secondary schools.

Finally, in Tables 11 item 10 respondents were asked whether the school pedagogical center
provide appropriate teaching aids to support classroom teaching or not. Concerning to this issue,
teachers and students with the mean scores and standard deviations of (M=2.53, SD= 1.10) and
(M=3.00,SD= 1.14) responded some degree respectively to the item. The overall mean result
2.77 shows that the respondents responded some degree to the item. The t-test result -4.920 with
p-value of 0.000< 0.05 indicates that there is statistically significant difference between the
responses of the two groups of respondents. Depending on this, it can be concluded that, parents
and other community members were to some degree included on school planning committees in
sample secondary schools.

The aggregated mean value of the respondents was 2.51 indicated that the principals, teachers,
students and organized community members to some degree try to create conducive school
climate. Based on the above data it can be concluded that, currently, school climate in sample
secondary school as it was measured by school climate index was not conducive as it was
expected to be. Thus, it influences the improvement of students’ academic achievement in the
schools.

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 CHAPTER FIVE
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The aim of this study was to examine the type and strength of relationship between school
climate and student achievement, as well as to investigate how much the four school climate
dimensions actually influence students' academic performance in secondary schools of Wolaita
zone. With this regards, this part deals with the summary of findings, the conclusions reached at
and the recommendations forwarded on the basis of findings.

5.1. Summary
School climate is all about worth and quality of school life. Thus, a school that fulfills the needs
for the school climate can make a difference and consequently could have better outcomes
Kopperud, Nepomuceno, & Pomerantz, (2012), on the other hand articulated that, School climate
is far-reaching term that usually describes a variety of dimensions that characterize the spirit of
the school. The factors that shape school climate are often grouped into four main dimensions.
These dimensions are: safety climate, teaching and learning (academic climate), relationships
(community climate), and the institutional environment climate. Therefore, the central purpose of
this study was to investigate how much the four school climate dimensions actually influence
students' academic performance and their strength of relationship with students’ academic
achievement in secondary schools of Wolaita zone. To study the problem correlation research
design was used. In addition to this sequential explanatory mixed research method was used to

71
study the problem. To guide the study, the following basic research questions were raised:
1. What is the effect of school climate on students’ academic achievement in secondary
schools of Wolaita zone?
2. What is the relationship between school climate and students’ academic achievement?
3. How conducive are secondary schools perceived by Teacher measured by school climate
index?
To this effect, the study was conducted in 7 government secondary schools. Consequently, 235
teachers and 349 Students were selected as a sample by using simple random sampling
techniques 7 school principal and 7 cluster supervisors were taken as a sample through
availability sampling technique. For the study, primary and secondary data sources were
employed.
The data was gathered through both quantitative and qualitative tools. Before distributing
questionnaires to sample schools pilot study was made to check the reliability and validity of the
instruments. After checking the instruments for reliability and validity, copies of a questionnaire
were prepared and distributed for teachers and students and all of the questionnaires were
returned. On the other hand, to obtain qualitative data, interview sessions were conducted with
the principals and supervisors of sampled schools.

The quantitative data gathered though questionnaires were analyzed in frequency, percentage,
and mean value. The independent t- test was also utilized to check the statistical significance
where there is difference or not between the opinions of the respondents assisted by a computer
SPSS program version 20.0. Whereas, the qualitative data gathered through the open-ended
questionnaire, interview and document were analyzed by narration. According to the result of
data analysis, the following findings were identified. Therefore, based on the analysis of data,
the findings of the study were summarized under each basic research questions as follows.

Basic research question 1: What is the effect of school climate on students’ academic
achievement in secondary schools of Wolaita zone?

The aggregated mean value for school climate dimensions such as: safety dimensions of school
climate, academic dimensions of school climate and community dimensions of school climate

72
were found to be 2.81, 2.61, and 2.68 respectively. This aggregated mean value indicated that, in
the sample schools there is to some degree safe school climate for students to attend their
education in school compound; the schools academically performed to some degree and the
relationship among school community is to some degree based on support, respect, and care for
each other. Therefore, it can be concluded that, safety, academic and community dimensions of
school climate to some degree affects students’ academic achievement in sample secondary
schools. On the other hand the aggregated mean value for institutional environmental dimensions
of school climate was 2.36. This indicates that the conduciveness of institutional environmental
dimensions of school climate in the sample secondary schools to improve students’ academic
achievement was very little. This is because the classroom size was not manageable and
conducive for teaching and learning; the school laboratory room was not well equipped and have
no necessary chemicals to do practical work; the school library wasn’t well equipped and have
no necessary supplementary books to serve students and teachers; the school didn’t provided IT
and interne services for teachers and students to improve the knowledge of using technologies
and the school pedagogical center didn’t provide appropriate teaching aids to support classroom
teaching in sample secondary schools. Also, the regression analysis Coefficients in table 10.3
also shows that, the beta weighting for safety dimensions of school climate, Academic
dimensions of school climate, community dimensions of school climate respectively was
described as β=0.295, β=-0.295 and β=0.239 respectively having a modest effect. Whereas for
institutional environmental dimensions of school climate (β =0.485) as having moderate effect.
Thus, it can be concluded that institutional environmental dimensions of school climate highly
affects students’ academic achievement in sample secondary schools when compared to the other
school climate dimensions (safety, Academic and community dimensions of school climate).

Basic research question 2: What is the relationship between school climate and students’
academic achievement?
The Pearson correlation coefficient r value for safety dimensions of school climate, academic
dimensions of school climate, community dimensions of school climate and institutional
environmental dimensions of school climate was calculated and found to be 0.403, 0.328, 0.396
and 0.567 respectively with p=0.000 were significant at p ≤0.01 shows significant relationship
between school climate and students’ academic achievement. The adjusted R value (0.387) in

73
table 10.1 is moderate as judged by Gay's & Mills's (2012) indicating that there is moderate
relationship between the independent variables school climate and dependent variables students’
academic achievement. In addition to this the regression analysis of variance (ANOVA) in table
10.2 was statistically significant (as 0.000, p <0.01) indicating that there is significant
relationship between the independent variables (school climate) and dependent variables
(students’ academic achievement) of this study. Therefore, it can be concluded that school
climate and students’ academic achievement have positive correlation, which is statistically
significant.

Basic research question 3: How conducive are secondary schools perceived by Teacher measured
by school climate index?
The aggregated mean value of the respondents was 2.51 indicated that the principals, teachers,
students and organized community members to some degree try to create conducive school
climate. Based on the above data it can be concluded that, currently, school climate in sample
secondary school as it was measured by school climate index was not conducive as it was
expected to be. Thus, it influences the improvement of students’ academic achievement in the
schools.

5.2. Conclusions
Based on the finding of the study the following conclusion marks were drawn by the researcher

 Safety, academic and community dimensions of school climate to some degree affects
students’ academic achievement in sample secondary schools. Whereas institutional
environmental dimensions of school climate highly affects students’ academic
achievement in sample secondary schools. This is because most of the service giving
rooms in the schools such as school laboratory, library, pedagogical centers, and IT
centers were not well equipped with necessary materials like chemicals books, teaching
aids and internet accesses to provide appropriate services to the school community.
Therefore, it can be concluded that, the school climate to some degree affects students’
academic achievement in sample secondary schools.

74
  From Pearson correlation coefficient and multiple regression analysis of data, it can be
concluded that there is statistically significant relationship between the independent
variables (school climate) and dependent variables (students’ academic achievement) of
this study.
 Currently, school climate in sample secondary school as it was measured by school
climate index and perceived by teachers and students was not conducive as it was
expected to be. Thus, it influences the improvement of students’ academic achievement
in the sampled schools.

5.3. Recommendations
Based on the finding of the study and conclusions made the researcher forwarded the following
recommendations
 The finding of the study indicated that, safety, academic and community dimensions of
school climate to some degree affects students’ academic achievement in sample
secondary schools. Whereas institutional environmental dimensions of school climate
highly affects students’ academic achievement in sample secondary schools. Therefore,
to rehabilitate this effect of school climate on students’ academic achievement, the school
leaders together with other stake holders should:
 Clearly communicate rules and regulations for behavior and responding to
infractions (particularly bullying and violence) in a clear and consistent manner to
create safe school environment.
 Promote positive relationships and opportunities for all students to learn and make
them feel they are welcomed, supported and valued as a member of the learning
community
 Make available school-based mental-health services (e.g. counseling services, caring
and supportive staff) since an absence of verbal bullying, and positive attitudes about
individual differences help students feel emotionally safe.
 Promote effective teaching and learning practices in the school by giving effective
instructional leadership and helping teachers to effectively engage in their

75
 continuous professional development endeavors.
 Promote positive relationship with all community members, respect for diversity,
and make partnerships with other members of the community in such a way to
improve students’ academic achievement.
 Provide resources that can be utilized to enhance the academic performance of
students such as textbooks, learning materials, hand-outs, technology, teaching aids,
library facilities and laboratory facilities, especially in science subjects.
 The finding of the study also revealed that, there is statistically significant relationship
between the school climate) and dependent variables (students’ academic achievement).
Therefore, the school leaders together with stakeholders should work hard to improve
school climate in such a way that positively influences the improvement of students’
academic achievement in the sampled schools.
 The finding of the study confirmed that, school climate in sample secondary school as it
was measured by school climate index and perceived by teachers and students was not
conducive as it was expected to be. Therefore:-
 The school leaders should create a conducive school climate for teaching and
learning by providing instructional leadership to all staffs and building positive
relationships with the school community.
 Teachers should highly engage in their continuous professional development and
committed to helping students in their learning.
 Students should highly motivate and engaged in their school work.
 Parents and other community members should actively participate in school
planning process and meet regularly to discuss teaching and learning and other
school issues .

76
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 APPENDIX A
WOLAITA SODO UNIVERSITY
GRADUATE STUDIES DIRECTORATE
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaire for Secondary School teacher

Dear Respondents: The aim of this research is to provide information on the relationship
between school climate and student achievement in the secondary schools of Wolaita Zone. The
success of this study directly depends upon your honest and genuine response to each question;
and therefore, you are kindly requested to be as frank as possible when rating this questionnaire.
This study is conducted for academic purpose only. Your responses will be highly respected and
given the highest confidentiality. No need of writing your name.

Thank you!

Part I: Demographic Data

This part of the questionnaire contains personal information. Please provide your answer) mark
in the box or write your answer on the according to the question by putting (X) mark in the box
or write your answer on the space provided.

1. Gender Male Female

2. Age: ≤25 years□ 26-35 years □ 36-45 years□ 46-55 years □ ≥56 years □
3. Your Work Experience as a teacher including this year: -------- years
4. Your Academic Qualification Diploma BED/ BSC MA/MSC Others

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5. Your teaching load per week: -------periods
6. What grade level do you teach? Grade 9 Grade 10 Grade 9&10 Grade 11
Grade 12 grade 11 &12 ALL grade Level
7. How many years have you served? -------------

Part II: Hereunder there are items related to the Effect of school climate on student
academic achievement in the secondary school of WZ. So, to collect adequate information
on effect of school climate four dimensions (Safety Dimensions, Academic Dimensions,
Community Dimensions, and Institutional Dimensions) were used as a parameter.

A. Safety Dimensions of School climate

Direction I: The following are statements about Safety Dimensions of School climate.
Please indicate your answer using(X) mark the extent to which each occurs, from none at all
(1) to a great deal (5).

1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.

Some degree

A great deal
None at all

Quite a bit
Items related to Safety Dimensions of School climate
Very little
N
o

1 2 3 4 5
1 Students physically feel safe to stay in school
2 The school have clear strategies to eliminate violence in school compound
3 The school welcomed and valued all students
4 The school promote positive relationships and opportunities for all students
to learn
5 Students in our school get counseling and supportive services

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6 The school have clear and consistent rules to maintain order and discipline
in the school
7 Students in our school are disciplined and respect each other
8 Students misbehavior is handled with clearly communicated rules
9.Dear teachers please explain how safe and conducive the school climate is for all students and
teachers to carry out teaching and learning process
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------

10. How often students break the school's rules, and how misbehavior is handled in your school?
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------

11. How often do your school provide counseling services for students
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------

B. Academic Dimensions of School climate

Direction I: The following are statements about Academic Dimensions of School climate.
Please indicate your answer using(X) mark the extent to which each occurs, from none at all
(1) to a great deal (5).

1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.
Some degree

A great deal
None at all

Quite a bit

Items related to Academic Dimensions of School climate

Very little

N
o

1 2 3 4 5
1 School leaders clearly communicates School vision and mission statements
for the school community
2 School leaders are supportive and accessible for all students and staff

88
 members
3 The school leaders sets high standards for academic performance
4 The school leaders lets the school community know what is expected of
them
5 Teachers use instructional methods that actively engage students
in the lesson
6 Teacher continuously assess students’ learning in the school
7 Teachers give meaningful feedback to students that is useful to their
learning achievement.
8 The school provide trainings for teachers that are helpful to improve their
instruction
9 Teachers work cooperatively and help each other to improve their
instruction
10 Teachers strongly engaged in continuous professional development in the
school.
11. Dear respondents please explain how well school leaders communicate their vision for the
school and how supportive and accessible they are for students and
teachers-----------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------
12. Dear respondents please explain whether the teaching and learning process carried out in the
school motivates and engages all students in learning to help them improve their academic
performance-----------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------
13. Dear respondents please explain how interestingly do teachers engaged in continuous
professional development activities to improve their instructions?
---------------------------------------------------------------------------------------------------------------------
---------------
C. Community Dimensions of School climate

Direction I: The following are statements about Community Dimensions of School climate.
Please indicate your answer using(X) mark the extent to which each occurs, from none at all
(1) to a great deal (5).

89
 1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.

Some degree

A great deal
None at all

Quite a bit
Items related to Community Dimensions of School climate

Very little
N
o

1 2 3 4 5
1 The relationship among teachers is based on support ,respect, and care for
each other
2 the relationship among students is based on support, respect, and care for
each other
3 The relationship among teachers and students are friendly and care for each
other
4 Principals have collaborative relationship with teachers
5 The school equally treats students of any ethnicity, gender, or religious
affiliation
6 Parents and other Community members highly attend meetings to stay
informed about school events.
7 There is good communication between parents and school staff
8 The school leaders lets the school community members know what is
expected of them to improve students academic achievement
9. Dear respondents please explain the quality and consistency of relationships among students,
staff members, between teachers and students and between teachers and
principals---------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------

10. Dear respondents please explain how equally your school treating members of any ethnicity,
gender, sexual orientation, or religious affiliation
---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------

11. Dear respondents please explain the extent of parents and other community members
participation in school life.?

90
---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------

D. Institutional environment Dimensions of School climate

Direction I: The following are statements about Institutional environment Dimensions of

School climate. Please indicate your answer using(X) mark the extent to which each occurs,
from none at all (1) to a great deal (5).

1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.

Some degree

A great deal
None at all

Quite a bit
Items related to Institutional environment Dimensions of School climate

Very little
N
o

1 2 3 4 5
1 The classroom size is manageable and conducive for teaching and learning
2 The school is clean quite and conducive for teaching and learning
3 The school laboratory room is well equipped and have necessary chemicals
to do practical work
4 The school library is well equipped and have necessary supplementary
books
5 The school provided IT and interne services for teachers and students to
improve the knowledge of using technologies
6 The school pedagogical center provide appropriate teaching aids to support
classroom teaching
7. Dear respondents please explain how clean, safe and aerated the classroom is for teaching and
learning to take place
---------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------

8. Dear respondents please explain whether the class size is manageable and the student
classroom ratio is as per the standard set for secondary school by

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MoE---------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------

Part III: Hereunder items related to the relationship between school climate and students’
academic achievement was listed. Please, use (✓) to show your level of the agreement
under one of the five scales of measurement for each question. The values for the scales of
measurements are:
Very High =5 high =4 Average =3 low =2 very low=1

No Items

very low
Average
Very
High
High

low
5 4 3 2 1
1 The number of students promoted by scoring above 75%
2 Students who achieve the goals that have been set for them

3 Students who seek extra work to get good grades.

4 Students try hard to improve their achievement .
5 Teachers sets high standards for students academic
performance
6 The standard for student promotion rate met in this school
7 The academic achievement is recognized and acknowledged
by the school
8 The rate of celebrating academic success in ways that motivate
students and staff
9 The rate of students graduate from this school join university
they prefer

92
10 The number of students scoring their average grades between
50% and 60%

Part IV: How conducive are secondary schools perceived by Teacher measured by
school climate index?

Direction I: The following are statements about School climate index. Please indicate your
answer using(X) mark the extent to which each occurs, from none at all (1) to a great deal(5).

1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.

Some degree

A great deal
None at all

Quite a bit
Very little
N
o

1 2 3 4 5
1 The principal create a conducive environment for teaching and learning
2 The principal provide instructional leadership to all staffs
3 The principal build positive relationships with the school community
4 Teachers have positive relationship and support each other
5 Teachers are committed to helping students
6 Teachers highly engaged in their continuous professional development
7 Students are highly engaged in their school work
8 Students are highly motivated and respect other high achieving students.
9 Organized community groups meet regularly to discuss school issues.
10 Parents and other community members are included on school
planning committees.

93
 APPENDIX B
WOLAITA SODO UNIVERSITY
GRADUATE STUDIES DIRECTORATE
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaire for Secondary School Students

Dear Students: The aim of this research is to provide information on the relationship between
school climate and student achievement in the secondary schools of Wolaita Zone. The success
of this study directly depends upon your honest and genuine response to each question; and
therefore, you are kindly requested to be as frank as possible when rating this questionnaire. This
study is conducted for academic purpose only. Your responses will be highly respected and
given the highest confidentiality. No need of writing your name.

Please note the following points before you start filling the questionnaire:
1. Do not write your name on the questionnaire
2. Read all the questions before attempting to answer the questions
3. There is no need to consult others to fill the questioner
4. Provide appropriate responses by using "√" mark
Part I: Hereunder there are items related to the Effect of school climate on student
academic achievement in the secondary school of WZ. So, to collect adequate information
on effect of school climate four dimensions (Safety Dimensions, Academic Dimensions,
Community Dimensions, and Institutional Dimensions) were used as a parameter.

94
S.

Some degree

A great deal
None at all

Quite a bit
School Climate Dimensions

Very little
N
o

1 2 3 4 5
I Safety Dimensions of School climate
1 Students physically feel safe to stay in school
2 The school have clear strategies to eliminate violence in school compound
3 The school welcomed and valued all students
4 The school promote positive relationships and opportunities for all students
to learn
5 Students in our school get counseling and supportive services
6 The school have clear and consistent rules to maintain order and discipline
in the school
7 Students in our school are disciplined and respect each other
8 Students misbehavior is handled with clearly communicated rules
II Academic Dimensions of school Climate
9 School leaders clearly communicates School vision and mission statements
for the school community
10 School leaders are supportive and accessible for all students
11 The school leaders sets high standards for academic performance
12 The school leaders lets the school community know what is expected of
them
13 Teachers use instructional methods that actively engage students
in the lesson
14 Teacher continuously assess students’ learning in the school
15 Teachers give meaningful feedback to students that is useful to their
learning achievement.
16 The school provide trainings for teachers that are helpful to improve their
instruction
17 Teachers work cooperatively and help each other to improve their

95
 instruction
18 Teachers strongly engaged in continuous professional development in the
school.
III Community Dimensions of school climate
19 The relationship among teachers is based on support ,respect, and care for
each other
20 the relationship among students is based on support, respect, and care for
each other
21 The relationship among teachers and students are friendly and care for each
other
22 Principals have collaborative relationship with teachers
23 The school equally treats students of any ethnicity, gender, or religious
affiliation
24 Parents and other Community members highly attend meetings to stay
informed about school events.
25 There is good communication between parents and school staff
26 The school leaders lets the school community members know what is
expected of them to improve students academic achievement
IV Institutional environment Dimensions of school
27 The classroom size is manageable and conducive for teaching and learning
28 The school is clean quite and conducive for teaching and learning
29 The school laboratory room is well equipped and have necessary chemicals
to do practical work
30 The school library is well equipped and have necessary supplementary
books
31 The school provided IT and interne services for teachers and students to
improve the knowledge of using technologies
32 The school pedagogical center provide appropriate teaching aids to support
classroom teaching

96
Part II: Hereunder items related to the effect of school climate and students’ academic
achievement was listed. Please, use (✓) to show your level of the agreement under one of
the five scales of measurement for each question. The values for the scales of measurements
are:
Very High =5 high =4 Average =3 low =2 very low=1

No Items

very low
Average
Very
High
High

low
5 4 3 2 1
1 The number of students promoted by scoring above 75%
2 Students who achieve the goals that have been set for them
3 Students who seek extra work to get good grades.
4 Students try hard to improve their achievement .
5 Teachers sets high standards for students academic
performance
6 The standard for student promotion rate met in this school
7 The academic achievement is recognized and acknowledged
by the school
8 The rate of celebrating academic success in ways that motivate
students and staff
9 The rate of students graduate from this school join university
they prefer
10 The number of students scoring their average grades between
50% and 60%

97
 Part III: How conducive are secondary schools perceived by Teacher measured by
school climate index?

Direction I: The following are statements about School climate index. Please indicate your
answer using(X) mark the extent to which each occurs, from none at all (1) to a great deal(5).

1-None at all 2: Very little 3. Some degree 4: Quite a bit 5: A great deal

S.

Some degree

A great deal
None at all

Quite a bit
Very little
N
o

1 2 3 4 5
1 The principal create a conducive environment for teaching and learning
2 The principal provide instructional leadership to all staffs
3 The principal build positive relationships with the school community
4 Teachers have positive relationship and support each other
5 Teachers are committed to helping students
6 Teachers highly engaged in their continuous professional development
7 Students are highly engaged in their school work
8 Students are highly motivated and respect other high achieving students.
9 Organized community groups meet regularly to discuss school issues.
10 Parents and other community members are included on school
planning committees.
Thank you in advance!!

98
 APPENDIX C
WOLAITA SODO UNIVERSITY
GRADUATE STUDIES DIRECTORATE
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Interview Guideline for Supervisors and principals

Part I. General Information and Personal Data

1. Name of the school _______________________

2.Date of interview___________ started time ________ end time____________

3. Sex______ 4. Age______ 5. Qualification_____________

6. Work experience as a teacher __________as a principal/ vice principal ______as a supervisor

7. Present position________________________

Part II interview questions

1. Does school size (that is, the number of students) have a significant relationship with
students’ performance? If yes explain how it affects students` academic achievement.
2. How conducive your school climate is for students and teachers to carry out teaching and
learning process?
3. Do you think there is relationship between school climate and student’s achievement? If
yes, please explain the relationship between school climate and student’s achievement.
4. To what extent does school climate dimension (safety, academic, community and
institutional environmental dimensions) affect students’ academic achievement?

99
5. Which dimensions of school climate do you think is highly affect students’ academic
achievement in your school?

100