STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO SCHOOL CLIMATE AMONG SECONDARY SCHOOL STUDENTS

Abstract

School as the first social institute is responsible to bring about desirable change in the behaviour of the child because in the school, different kinds of individuals meet and interact this interaction is the key of learning and because of this education is regarded as a dynamic process. Thus, school develops social behaviour pattern in the child and it is for this reason that classroom is considered as a social situation, provided the atmosphere of the school is democratic, the feelings, views and ideas of each student and teacher are respected. This tone of school creates a positive relationship between the administration, teacher and the behavioural pattern of students. School climate refers to the quality and character of school life. School climate reflects norms, goals, values, interpersonal relationships, teaching and learning practices and organizational structures. Anacceptable, positive school climate fosters student development and learning necessary for a productive human being.This climate includes norms, values and expectations that support people feelings socially, emotionally and physically. People are engaged and respected. Students, families and education work together to develop, live and contribute to a shared school vision. Education model and nurture attitude that emphasize the benefits and satisfaction gained from learning. Each person contributes to the operations of the school and the care of the physical environment. School climate research has indicated a relationship between the climate of a school and academic achievement.