Abstract:
The study sought to examine the relationship between school climate and academic
performance. The study specifically sought to assess the school climate in the selected Junior
High Schools and examine its influence on academic performance. This study was a purely
quantitative study where data were obtained from 83 students and 83 teachers as well as 83
results of the previous BECE results from 5 schools in the Ga West Municipality through
simple random sampling. The population was students and teachers of five Junior high schools
including Amasaman M/A Basic School 1, Kojo Ashong Methodist Basic School, Nsakina
M/A Basic School, Holy Innocent Anglican Basic and Achiaman M/A Basic School. The study
employed the use of sample means and standard deviations for reporting on the descriptive
variables, independent samples t-test; and multiple regression analysis with an acceptable
significance level of 5% (p 0.05). The study found that teachers have a higher perception of
the quality of the school climate in the respective Junior High Schools in the Ga West
Municipality whereas students have a moderate perception of the quality of school climate.
Again, student engagement has a significant positive effect on the academic performance of the
students in the selected Junior High Schools in the Ga West Municipality but does not moderate
the relationship between any component of school climate in the selected Junior High Schools
and the student academic performance. Based on the findings of this study, a productive school
climate should be investigated and established. The elements of a successful school
environment should be determined in advance by policymakers, who should then establish a
healthy and effective school climate policy to be followed in all schools and across the
community. With the help of this study, policy makers as well as school management make
efforts to assess and improve the school climate in place at the respective schools.
Description:
A Thesis in the Department of Educational Administration and Management,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba.
