Abstract
This study investigated the associations among school climate domains and how school climate interacts with academic performance. A sample of Kosovan public school students ( N = 855) was assessed using the School Climate Survey. The results showed that students had positive perceptions in the school climate domains of teaching and learning and safety, indicating high school morale. Results further showed a positive correlation between students’ perceptions of school safety and their academic performance. Significant gender differences in perceptions of school safety were noted. Maternal education level was also shown to have an impact on student academic performance.
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