Abstract:
School climate has a clear impact on all members of the school community. Students in schools with a positive and conducive climate demonstrate stronger academic achievement. This study sought to examine “the Relationship Between School Climate and Students’ Academic Achievement: The Case of Secondary and Preparatory Schools in Arba-Minch Town”. A descriptive survey research design with quantitative research approach was used to conduct this study. Stratified proportional sampling was used to select 347 sampled respondents from each stratum. questionnaire data collection instruments were used to collect primary data. The questionnaire was used to collect data from selected sample respondents about school climate. Academic achievement information of students was taken from the school’s record office, the first-semester average mark score was used as a measurement of it, and used for analysis. Frequency, percentage, correlation, multiple regression, and t-tests were used to analyze the collected data. The results indicate (R=0.58, p=0.00) school climate has a significant and positive relationship with student achievement in schools. The value of R square is 0.33; this indicates that 33% of the variation in the influence of academic achievement can be explained by the independent variables. The finding further reveals that there is no significant difference in academic achievement between male and female students in the study area (332t=0.489, p>0.05). Based on the findings of this study, it was recommended that school leaders and other concerning bodies shall to promote cohesiveness among all members of their schools. Above all, the school principals needed to be master-mindful in understanding the significant influence of school climate on the academic achievement of their students, and hence short-term training is also needed to be given to these main implementers.
