School Climate and Students’ Academic Achievement in Public Secondary Schools in Anambra State

Abstract

This study investigated school climate and students’ academic achievement in public secondary schools in Anambra State. Three research questions and hypotheses guided the study. This is a correlational survey of the ex-post-facto research design. 127(50%) respondents were sampled from a population of 254 principals using a simple sampling technique. A self-developed questionnaire titled School Climate Questionnaire was employed to collect information from respondents. While a checklist was used to obtain information on students’ academic achievement. The questionnaire was validated through the face and content validity. It was also subjected to a reliability test using Cronbach-Alpha and a coefficient of .79 was obtained revealing a high-reliability index. Coefficient of determination, Pearson r, and Regression were used for data analysis. The finding shows that the relationship between teachers’ motivation, instructional supervision, school climate, and students’ academic achievement in Anambra State was significant. It was thus, recommended that since educational supervision enhances instructors’ professional competence and the effectiveness of their instructional activities school principals should ensure that the climate of the school enhances the teacher’s job.