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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual literature and research

studies conducted locally and internationally, the topics of which are

related to the present investigation.

Conceptual Literature

On Classroom Climate

Classroom climate refers to the prevailing mood, attitudes,

standards, and tone that you and your students feel when they are in

your classroom. A negative classroom climate can feel hostile, chaotic,

and out of control. A positive classroom climate feels safe, respectful,

welcoming, and supportive of student learning (Gulbrandson, 2017).

The good news is that a classroom’s climate doesn’t just happen

—it’s created! Regardless of your students’ past experiences, there are

things you can do to deliberately shape the climate of your classroom

into a positive learning environment.

Creating a classroom that is organized and that is characterized

by mutual respect makes it a lot easier to teach effectively, and one of

the most important things teachers can do to promote learning is to

create classroom environments where students feel safe. If you’re

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using interactive approaches such as small groups and cooperative

learning, it’s especially important to create a classroom where students

feel safe asking questions and contributing to discussions (Dusenbury,

2014).

Students need to feel safe in order to learn. They need to feel

secure in order to want to participate. There are a number of things

teachers can do to set up classrooms that feel safe and well-

organized. Here are some tips:

First, be sure the classroom is clean, orderly, and inviting. Look at

your classroom and ask yourself if it is a place that is distracting, or a

place that encourages students to do their best. If there are papers on

the floor or things falling out of desks, it is distracting.

Arrange your classroom so that you have all the resources you

need – all the books, calculators and materials – right where you can

find them, within easy reach, so that you never have to stop teaching

or turn your back on your students.

Organize the physical space of your classroom for movement and

interaction. Make it easy for students to pull their desks together to do

small group work. Set it up so that it is easy for you to walk around.

Your movement around the classroom helps make your teaching more
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engaging. It also helps with classroom control.

Make it safe for students to participate and ask questions. No

matter what a student says, make it a habit to respond with respect.

Model respect for your students, and teach them to show respect for

one another.

It is also important to think about the environment of the school,

beyond the classroom. When you stand in the hallway or cafeteria,

what do you see? What do you hear? Some schools feel like prisons,

where students may not even be allowed to talk, and students may

seem overly compliant. Other schools can be totally out of control.

Both extremes are likely to take something away from the learning

experience. Work together with other teachers and administrators to

encourage positive interaction among students. If you want students to

be interactive and engaged in your class, what happens at school after

they leave your class also matters.

Some schools have given a lot of attention to what happens in all

areas of the building, working hard to make sure students are always

well supervised by adults. They may take additional measures to cut

down on fights by improving traffic flow through the hallways by

staggering the times classes dismiss, or removing obstacles such as

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trash cans.

Be conscious of the environment in your school and classroom.

When you create a climate of safety and respect, learning will follow.

Classroom climate is about more than sunny posters, clean

desks, and cozy furniture. Teachers who create positive classroom

climate are in control, confident, and competent from the first day.

Here’s what you’ll experience in a classroom with positive climate

(education.com, 2019).

A Smile and a Handshake. You receive a smile and handshake at

the door. The greeting is very important, says George Risberg, project

coordinator for the Social Emotional Learning programs with the

Rhinelander Public Schools in Wisconsin, it sets the tone for what you’ll

experience.

Positive Relationships. Students feel valued and believe that

their teacher thinks they can learn. “Teaching and learning takes place

in relationships,” says Kasper, “”students need to know that their

teacher cares about them.”

A Focus on Respect. There are clear expectations that build on

respect, and when there is a problem, students are taught how to solve

it respectfully.
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Room to be Wrong. Teachers are able to admit when they’re

wrong, and allow students to explore different options and answers.

Teaching, says Kasper, “is not about power or control, it’s about

modeling.”

Movement and Noise. It’s not chaos, but students have the

opportunity to explore and create, which often involves talking and

moving around the room. Kids are interacting with the teacher and

each other, working on projects and discussing what they’re learning.

Intellectual Rigor. Students are challenged and supported to do

their best work as part of an interesting curriculum that’s based on

strong pedagogy.

Collaboration. Students and parents have a way to share ideas

about teaching, testing, and more. Teachers and the school

administration use those ideas to move the class forward.

Joy. The teacher loves teaching and passes their joy to their

students. “Look for [a teacher] who is impassioned,” says Kasper,

“someone who gets a kick out of kids.”

Discipline that Teaches. Students who are disruptive are dealt

with effectively and rules are used to teach students how to behave,

rather than to punish.

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Classroom climate sometimes is referred to as the learning

environment, as well as by terms such as atmosphere, ambience,

ecology, and milieu. The Impact of classroom climate on students and

staff can be beneficial for or a barrier to learning (Adelman, H. S. &

Taylor, L., 2017).

Classroom climate is a perceived quality of the setting. It

emerges in a somewhat fluid state from the complex transaction of

many immediate environmental factors (e.g., physical, material,

organizational, operational, and social variables). Both the climate of

the classroom and the school reflect the influence of a school's culture,

which is a stable quality emerging from underlying, institutionalized

values and belief systems, norms, ideologies, rituals, and traditions.

And, of course, classroom climate and culture both are shaped by the

school's surrounding and embedded political, social, cultural, and

economic contexts (e.g., home, neighborhood, city, state, country).

Key concepts related to understanding classroom climate include

(a) social system organization, (b) social attitudes, (c) staff and student

morale, (d) power, control, guidance, support, and evaluation

structures, (e) curricular and instructional practices, (f) communicated

expectations, (g) efficacy, (h) accountability demands, (1) cohesion, 0)

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competition, (k) the "Fit" between key learner and classroom variables,

(1) system maintenance, growth, and change, (m) orderliness, and (n)

safety.

The classroom climate is a reflection of students’ opinions of

their academic experience (Reid & Radhakrishnan, 2013). This includes

students’ perceptions of the rigor of the class, their interactions with

their instructor and class peers, and their involvement in the class.

Although each student will develop his or her individual sense of the

classroom environment, there is also a community, or collective, sense

among the students and the instructor, so the classroom climate is a

general feeling shared by all in the class (Barr, 2016).

What is a “positive school climate”?

School climate may be defined as: “the learning environment

and relationships found within a school and school community. A

positive school climate exists when all members of the school

community feel safe, included, and accepted, and actively promote

positive behaviors and interactions. Principles of equity and inclusive

education are embedded in the learning environment to support a

positive school climate and a culture of mutual respect. A positive

school climate is a crucial component of the prevention of

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inappropriate behavior” (Queen’s Printer for Ontario, 2013).

As leaders, educators play an important role in modelling

positive, inclusive and respectful language and behaviour in schools

and classrooms. To help develop and sustain a positive school climate,

boards and schools should actively promote and support behaviours

that reflect their board’s code of conduct, equity and inclusive

education policy and character development initiatives. They should

also invite members of the broader community to become involved in

this effort as part of the school community.

When a positive school climate exists: students, staff members

and parents feel – and are – safe, included and accepted; all members

of the school community demonstrate respect, fairness and kindness in

their interactions, and build healthy relationships that are free from

discrimination and harassment; students are encouraged and given

support to be positive leaders and role models in their school

community – for example, by speaking up about issues such as

bullying; students, the principal, staff members, parents and

community members engage in open and ongoing dialogue. All

partners are actively engaged; principles of equity and inclusive

education and strategies for students and staff related to bullying

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prevention and intervention and awareness-raising are reinforced

across the curriculum; the learning environment, instructional

materials, and teaching and assessment strategies reflect the diversity

of all learners; and every student is inspired and given support to

succeed in an environment of high expectations.

A positive school climate exists when all students feel

comfortable, wanted, valued, accepted, and secure in an environment

where they can interact with caring people they trust. A positive school

climate affects everyone associated with the school – students, staff,

parents, and the community. It is the belief system or culture that

underlies the day-to-day operation of a school. Improved school

climate is a goal to pursue. Educators need to constantly work toward

improving their school climate, culture, and conditions so that student

learning is improved (Manitoba Education, 2018).

A key to student success is to ensure that all students have

opportunities to feel capable, connected, and that they are

contributing members of the school. Students need to be encouraged

to become actively involved in their school and classroom. Sometimes

it becomes necessary for the staff to take steps to ensure the school

and classroom are inviting and welcoming for students who are
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alcohol-affected. The following section provides some suggestions

regarding the development of a menu of positive strategies for helping

students belong.

On Classroom Support

Classroom emotional support refers to the level of warmth and

responsiveness that generally characterizes student-teacher

interactions in a classroom, the proactive quality and effectiveness of

the teacher’s classroom management strategies, the degree to which

the teacher is responsive to student social and emotional needs, and

the teacher’s avoidance of critical or harsh comments (Hamre & Pianta,

2015; National Institute of Child Health and Human Development Early Child Care

Research Network [NICHD ECCRN], 2015). Although some studies have

found that general levels of classroom emotional support are

correlated with the quality of individual student-teacher relationships

within the classroom (Pianta et al., 2016), other studies find no

significant association (NICHD ECCRN, 2015). To some extent, this lack of

correspondence may reflect differences in measurement strategy, as

measures of the individual student-teacher relationship are typically

based on teacher reports, whereas measures of classroom emotional

support are typically based on observer ratings. At the same time, the
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two constructs are distinct conceptually. Teacher ratings of their

relationship with an individual child reflects how the teacher feels

about and behaves towards that child, which may vary depending on

the characteristics of each child (Howes & Ritchie, 2017), whereas

classroom emotional support may be more generally reflective of the

teacher’s style of classroom management.

Emotionally supportive classrooms may enhance children’s

school adjustment in kindergarten by modeling and reinforcing positive

behavior, providing clear expectations and consistent, non-punitive

consequences to limit aggressive-disruptive behaviors, thereby

optimizing children’s opportunities for active engagement in learning

(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2017). Indeed, in

classrooms characterized by high levels of emotional support, children

show increased prosocial engagement and decreased levels of student

aggression in pre-kindergarten (Mashburn et al., 2018) and in

kindergarten (Pianta et al., 2016). Children in classrooms high in

emotional support are also more likely to show attentive, on task, and

engaged learning behavior, relative to children in less emotionally

supportive classrooms, and this association holds in pre-kindergarten

(McWilliam, Scarborough, & Kim, 2013), kindergarten (Pianta et al.,

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2016), and first grade classrooms. Prospectively, experiencing a well-

managed and supportive classroom was associated with significant

decreases in aggressive-disruptive behavior over the course of first

grade, controlling for kindergarten aggression and inattention

(Thomas, Bierman, Thompson, Powers, & CPPRG, 2018) (Lee, P. &

Bierman, K. (2016).

Competitive Classrooms vs. Cooperative Classrooms: Pros and

Cons

Educators often debate the merits of the cooperative classroom

against those of the competitive classroom. These two teaching

strategies are quite different—even oppositional—and advocates on

both sides of the debate passionately defend the benefits of their

preferred classroom style (Room 241 Team, 2018).

Students are usually divided into small groups and encouraged to

work together to maximize their own learning, as well as the others’ in

the group. Activities can include children reading their work aloud to

each other, critiquing and editing each other’s writing projects, using

flashcards to help each other study spelling words or multiplication

tables, and working together on a larger project such as a science

experiment, a history presentation, or the analysis of a social problem.

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Pros of the cooperative classroom structure include: Children

learn important cooperative social skills that they will need later in

their working lives; Students can actually learn better when they also

help teach other students; Children who might be left behind in a more

competitive environment can be brought up to speed by their peers.

Cons of this kind of classroom are: It can be hard for a teacher to

accurately evaluate the progress of individual students; Students may

not be motivated to excel if they know their classmates will do

whatever work is needed on a project; Students can become frustrated

when their individual efforts go unrecognized.

Sometimes called individualistic learning, the competitive

classroom is the more traditional form of learning. Students study

alone and complete their own assignments while trying to learn the

presented subject matter. Tests and quizzes measure each student’s

progress, and letter grades or percentages are given for both

assignments and tests. In this type of setting, students may become

competitive with each other for the best grades and for your

recognition.

Pros of a competitive classroom structure include: Children face

the real-world challenge of competition; Students are encouraged to do

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their very best; Independent thinking and effort are encouraged and

rewarded; Children can still work in teams, but compete against other

teams—it can be a great way to enliven the classroom environment.

Cons of this kind of classroom are: Some students may become

frustrated and even apathetic if they fall too far behind the rest of their

classmates; Earning high grades and teacher approval may come to be

seen as more important than actual learning; Getting along with others

is de-emphasized.

Related Studies

Foreign Studies

According to Rathmann, et.al (2018) in their study “Perceived

class climate and school-aged children's life satisfaction: The role of

the learning environment in classrooms” the aim of this study is to

examine the impact of class-level class climate on school-aged

children’s life satisfaction. Data was derived from the German National

Educational Panel Study (NEPS) using sixth grade school-aged children

(n = 4,764, 483 classes). Class climate includes indicators of teachers'

care and monitoring, demands, interaction, autonomy, as well as

school-aged children's attitudes towards schoolwork at the class- and

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individual-level. Results showed that individual perceived class climate

in terms of teachers' care and monitoring and autonomy was positively

related to life satisfaction, whereas school-related demands were

related to lower life satisfaction. Besides teachers' care and monitoring

at class-level, indicators of class climate were not associated with

school-aged children’s life satisfaction, while the individual perceived

class climate is more important for life satisfaction. The perception of

the school environment is of importance for young people’s wellbeing.

This study investigated whether not only the individually perceived

class climate is related to school-aged children’s life satisfaction, but

whether the overall learning environment in school classes can also

contribute to young people's life satisfaction. According to our results,

the individual perception of class climate in different areas is closely

linked to school-aged children’s life satisfaction, whereas the overall

learning environment in classes showed only a partial and weak

association with life satisfaction. Thus, the individually perceived class

climate is important for the cognitive wellbeing of young people, not

only because life satisfaction is an important facet of young people's

overall wellbeing, but also because life satisfaction is closely linked to

educational aspirations and educational engagement. Lastly, the fact

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that school is compulsory at least up to the tenth grade makes it even

more important to ensure that the perceived class climate serves to

enhance school-aged children’s wellbeing.

According to Barr, J. (2016) in his study “Developing a Positive

Classroom Climate” classroom climate is a broad construct, made up of

students’ feelings about their instructor and peers. Although there is a

plethora of research on the effects of classroom climate on student

outcomes at the secondary level, there is a relative dearth of such

research on the postsecondary level. However, much of the research

that does exist shows that students’ perceptions of classroom climate

at the postsecondary level have a great impact on learning,

motivation, satisfaction, and achievement. This paper will thus provide

strategies to help instructors promote positive interpersonal

relationships in the classroom, which increases student connectedness,

thereby improving classroom climate. Instructors should always

consider how their behaviors may be interpreted by their students and

keep the classroom climate in mind when developing courses and

lesson plans. Doing so is likely to increase positive outcomes for

students as well as levels of satisfaction for the instructor. The goal of

this paper was to explore the elements of a positive classroom climate.

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Although it does not provide an exhaustive list of important

interpersonal classroom skills, it does demonstrate that interpersonal

skills influence the classroom climate, which has a profound impact on

student academic outcomes. Specifically, developing a positive rapport

with students improves students’ learning and motivation. It also

creates a model for how students should behave in class toward their

peers, which increases student connectedness and also leads to

greater student learning and motivation. Instructors should always

consider how their behaviors may be interpreted by their students and

keep the classroom climate and interpersonal interactions in mind

when developing courses and lesson plans. Doing so is likely to

increase positive academic outcomes for students as well as higher

levels of satisfaction for the instructor.

According to de Morais, M.M. & Pindesova, M. (2016) in their

study “Perception of the Classroom Climate from the Perspective of

Teachers and Pupils” the article deals with the issue of the classroom

climate, sets forth its determinants and various approaches to its

study. Then it presents selected results of research aimed at finding

out differences in classroom climate perception from the perspective of

teachers and their pupils at primary school. It also proposes various

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recommendations for educational practice. Research found certain

differences between the teachers and their pupils in their classroom

climate perception. The pupils found school work challenges high,

which was proved by the Difficulty indicator. In addition, the pupils and

their teachers were of different opinions on the cohesiveness and

friendliness in the class, as well as arguments and differences among

the pupils, which was indicated by the Cohesiveness and Friction

variables. The pupils viewed those indicators more negatively than

their teachers. Based on the results, several recommendations were

given to the teachers participating in our research, concerning

individual dimensions where classroom climate is manifested. Some of

them are the following: (1) Dimension of mutual relationships: create

the atmosphere of security and safety in the classroom; develop

pupils’ communication skills, encourage mutual communication

between the teacher and the pupil as well as among pupils; lead pupils

to mutual tolerance, cooperation and help, actively participate in the

settlement of conflicts in the class; apply activities aimed at supporting

pupils’ creativity and productivity, formation of their psycho-social

skills (e.g., self-reflection, communication, effective settlement of

conflicts, empathy, assertiveness, responsibility, cooperativeness,

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etc.); provide social-psychological training and developing programmes

in school, for pupils or also for their parents, as the case may be,

aimed at the development of their emotional and social intelligence,

etc. (2) Dimension of individual development: manage lessons so that

their entire course motivates pupils; encourage learning out of self-

interest, focus on making lessons interesting, educational values,

pupils’ experiential sphere; effectively apply possibilities for evoking

and maintaining pupils’ positive motivation (e.g., through the so-called

input and ongoing motivation methods, activating methods, methods

of differentiated teaching, etc.); enable every pupil to experience

success at school; develop self-confidence and teach every pupil to set

adequately difficult goals and aspirations for him/herself; show

confidence in the pupil’s abilities; give the pupil enough room to

express him/herself and to be listened to; publicize even the smallest

success and work results of the pupil, whether in the school or outof-

school area; use problem and heuristic learning methods more

frequently; in addition to collective forms of teaching at school, use

also other group, individual or individualized teaching forms; give

pupils room for independent activities and cooperation; pay adequate

attention to gifted and talented pupils as well as to poor achievers;

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make more frequent (shorter in time) walks, as well as thematic,

complex or complex inter-subject field trips and an excursion at the

end of the school year, with a well-thought-out preparation,

organization and use, etc. (3) Dimension of the system: contribute to

increasing the involvement of pupils in school matters and their

internal motivation; strengthen activities and projects of the class;

enable pupils to found and publish a school magazine, to which they

could make contributions according to their interests in nature, culture,

art, sports or social life; more frequently apply forms of positive

appraisal of the pupil that reinforce the pupil’s desirable behaviour

more effectively than a negative assessment, criticism, moralizing,

punishment, intimidation or ignoring the pupil; acknowledge every,

even the smallest progress; actively participate in the settlement of

conflicts in the class; in cooperation with other experts carry out

regular talks, discussions and debates in groups of pupils, dealing not

only with problems in behaviour or learning, but also other difficulties

and problems worrying them; strengthen cooperation between family

and school not only when there are educational problems with pupils,

but mainly to create optimal conditions for maximum possible

development of pupils with regard not only to their cognitive, but also
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social-emotional development; provide help to pupils and their parents

in crisis situations by means of professional (psychological,

educational, social) counselling, etc.

According to Lee, P. & Bierman, K. (2016) in their study

“Classroom and Teacher Support in Kindergarten: Associations with the

Behavioral and Academic Adjustment of Low-Income Students” for

socio-economically disadvantaged children, a positive experience in

kindergarten may play a particularly important role in fostering the

behavioral adjustment and learning engagement necessary for school

success. Prior research has identified supportive student-teacher

relationships and classroom emotional support as two features of the

classroom context that can promote student adjustment; however,

very few studies have examined these two aspects of the classroom

context simultaneously. Given their modest inter-correlations, these

dimensions of classroom context may have both unique and shared

associations with child progress. This study followed 164 children as

they transitioned from Head Start into elementary school, and

regressions revealed significant unique associations between each

type of kindergarten support and children’s aggressive behaviors,

social withdrawal, learning engagement, and emergent literacy skills in

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first grade, controlling for their pre-kindergarten adjustment. In

addition, learning engagement significantly mediated the association

between a supportive relationship with the kindergarten teacher and

first grade literacy skills.

According to Orifa, et. Al (2015) in their study “Classroom Social

Climate: Enhancing Teaching Strategy In Business Studies” the

purpose of this study was to investigate classroom climate as

enhancing teaching strategy in junior secondary schools business

studies. There is no gain-saying the fact that a positive stimulating

learning environment is one of the determinants of students

performance in schools subjects in which business studies is one. Two

research questions were raised to guide the study and two hypotheses

were also formulated. A quasi-experimental research designed was

employed and eighty (80) respondents were selected from three

schools representing the entire population of one thousand, eight

hundred and sixty five (1,865) students offering business studies in

Akure South Local Government Area of Ondo State to form the sample

using purposive random sampling technique. T- Test of significance

was used to analyze the data generated from the experiment. The

study revealed a positive outcome that there is a significance

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difference in the performance of students in an interactive,

participatory and classroom social climate and those in the docile,

passive and conventional classroom environment. It is however

recommended among other things that group work instructional

strategy and Peer interaction should be encouraged or even form part

of the curriculum of business related subjects at the junior secondary

school level of education. The result from the tested hypothesis one

revealed a positive outcome. The result showed that a significant

difference exists in the performance of students in interactive

classroom social climate and a passive classroom environment. This

finding negate the study of Laurel (2000) and David, Roger and Edith

(2007) who posited that in a competitive learning environment, there

is a negative interdependence among goal achievement; students

perceived that they can obtain their goals if only if the other students

in the class fail to obtain theirs. The main goal of students in a

competitive classroom is to do better than their classmates,

unfortunately, this is how most of today’s students perceive school,

and students either work hard to do better than their classmates or

take it easy because they do not believe they have a chance to win.

The results of tested hypothesis two revealed a positive outcome that

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a significant gender difference exists in the performance of students in

business studies interactive classroom. This finding corroborates the

finding of (Laurel, 2000, Weng 2003) where interactive classroom of

group learning was emphasized. Group learning was proved to be very

effective in improving students’ psychological motivated domain

because they had more chances to practice and to demonstrate what

they had learned in the classroom. It also supported the findings of

Quincy (2005) who posited that positive inter-dependence is essential

to fostering significant achievement goals. The classroom constitutes a

pleasant environment where students learn to enjoy working and they

are more supportive of their classmates. This aspect of the learning

environment as a contributor to student’s performance in any subject

is the vacuum this study had attempted to fill.

According to Deyoung (2014) in his study “Classroom Climate

and Class Success A Case Study at the University Level” this study

sought to assess the actual and ideal social climate of an

undergraduate social science class for educators, and to utilize this

information to structure a subsequent class on the same topic. It was

hypothesized that a classroom climate more closely approaching an

"ideal^ one would facilitate better course appreciation, involvement,

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and attendance. Modifications in course social climate as suggested by

"Class A" markedly improved the social climate of "Class B" as

reported by class members. Improved congruence between real and

ideal climates was linked to significantly greater appreciation of class

functioning, class content, overall course appreciation, and greater

class attendance. As students reported similar amounts of task

orientation in each class, it was argued the classroom social climate

may contribute an independent and malleable feature of the classroom

setting which an instructor can use to his/her advantage.

Local Studies

According to Dalanon, J., et. Al (2018) in their study “A Philippine

Rural School’s Organizational Climate, Teachers’ Performance, And

Management Competencies” this 2016 cross-sectional inquiry used

quantitative and thematic content analysis to determine the

organizational climate (OC) with empirical and theoretical relation to

the teachers’ performance (TP) and management competencies (MC)

of a rural, K-12, private school in the Philippines. Analyses from a focus

group discussion (FGD) was done using strengths, weaknesses,

opportunities, and threats (SWOT) analysis and a balanced score card.

The study revealed that the Philippine rural school’s level of OC, TP,
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and their subdomains were high, but MC yielded basic proficiency.

Under OC, it was found out that the higher the designated position the

greater is the sense of teamwork. High-positioned females that have

attained tenure were also found to be more committed. In terms of TP,

this study also established between the ability of younger teachers

with experience to better handle diverse students, master their

pedagogy, do better in planning, assessing, and reporting the learners’

outcomes, create better learning environments, and has social regard

for learning. Male teachers tend to acknowledge better the

management competence in terms of personal integrity and

interpersonal effectiveness. The findings of this study are intended to

supplement to the dearth of researches in the database of rural

education in the Philippines. Based on the analyses of data contained

in this study, the study establishes that most of the teachers were

young, novice, female teachers. This trend seems to be evident based

on the results. The level of organizational climate of the school as

perceived by the respondents was high. The level of school

performance of the teachers as perceived by the respondents was high

to very high. The level of perceived school management competencies

of the respondents is basic. The correlation between respondents’

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profile and OC conveyed that, the greater the age, the greater the

organizational climate of the school organization, female respondents’

contributed to a greater organizational climate, the higher the

designation, the greater the bearing in the organizational climate, and

the higher the number of years the respondents work, the better the

organizational climate becomes. The correlation between respondents’

profile and MC expressed that the greater the age, the lesser the

management competency is achieved, females attribute to a better

management competency, the greater the designation, the lesser the

management competency, and the greater the experience, the lesser

the management competency. The factors that influence the

organizational climate are previous attrition rate of teachers,

organizational structure and management, lack of employee

information, lack of professional development training, and the

presence of a day-to-day management initiative. For teachers’

performance, the handling of diverse set of learners is still an issue.

Despite this, the novice bunches of teachers have done their best to

cope up. As for management competence, reformatting of the

management strategy, more decentralization in problem solving, and

methodical supervision were thematic.

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According to Magulod, Jr. G. (2017) in his study “Factors of

School Effectiveness and Performance of Selected Public and Private

Elementary Schools: Implications on Educational Planning in the

Philippines” what defines effective school is the necessity of the school

community to tailor interventions to improve quality of education. This

study determined the factors of school effectiveness and level of

school performance of private and public elementary schools in the

Second Congressional District of Cagayan Province, Philippines. The

study made use of mixed-method research. For quantitative, the

descriptive correlational method was used to identify the relationship

between school effectiveness and school performance. Factorial

analysis was also used to identify the principal components of school

effectiveness of private and public elementary schools. The

participants of the study were the 182 public and private elementary

school principals and teachers from the 20 sampled schools. School

effectiveness was measured using the seven correlates of effective

schools. On the other hand, the level of school performance was

gauged through the National Achievement Test (NAT) results for the

past three years. The qualitative part of the study focused on the

school effectiveness practices and NAT practices of selected private

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and public elementary schools. The findings of the study revealed that

the level of school effectiveness of both private and public elementary

schools was excellent. However, test of difference showed that public

schools exhibited stronger home-school relations than the private

schools. In terms of the level of school performance, public schools

perform better than the private schools for the past three years.

Significantly, there exists a strong positive relationship between school

effectiveness and school performance. The factorial analysis revealed

that among all the correlates of school effectiveness, school leadership

competency and professional collaboration influenced the performance

of both schools. Recommendations of the study can help the

government and school officials to plan appropriate strategies in

improving the quality of schools effectiveness. The school

effectiveness for both private and public elementary schools in the

second congressional district of Cagayan Province is excellent. The

private and public schools in this part of the province are adopting the

factors of school effectiveness. Pupils are able to avail themselves of

quality learning environment irrespective whether they enroll in private

or public schools. Private schools put primary emphasis on clear and

focus mission while public schools put primary focus on safe and
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orderly environment. Test of difference also reveal that that public

schools have stronger linkage with parents than the private schools.

Along with the level of performance of both schools, public elementary

schools perform better than the private elementary schools. This study

also reveals that school effectiveness defined the level of schools’

performance. Finally, among all the principal components of school

environment, there are three factors that spell out effectiveness in

schools in the second congressional district of Cagayan. These are (1)

instructional leadership, (2) high expectation for success, (3) clear and

focus mission. These principal components can be reduced into two

factors namely school leadership competency and professional

collaboration which influence the level of school performance.

According to Hera, J., et. Al (2016) in their study “School Climate,

Teachers' Efficiency and Learning Outcomes in Koronadal City Schools

Division, Philippines” the study explored the school climate, teachers’

efficiency and pupils’ learning outcomes in Koronadal City, Philippines.

It also tested the theory that these variables are associated to each

other. In this study, school climate was uniquely coined to refer to the

social, physical, academic, and leadership environments felt or

experienced by the teachers and pupils. In contrast, the efficiency of

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the teachers was assessed in terms of their leadership, classroom

management and curriculum delivery, while pupils’ learning outcome

was quantified out of their grades across the five (5) core subject

areas. Results showed that pupils and teachers alike have comparable

judgments of “extremely favorable” on school climate. Teachers’

efficiency was viewed as excellent. Conversely, the pupils’ learning

outcome was merely “marginally good. “In particular, pupils showed

off in MAKABAYAN but fared relatively low in English. No significant

relationship was identified between school climates, teachers’

efficiency, and pupils’ learning outcome. With the foregoing findings,

it is concluded that school climate in the City Division of Koronadal,

Philippines is extremely favorable. The teachers and pupils have

similar views about it, hence, material evidence that the perception is

indeed accurate. The learning outcome of pupils across Mathematics,

Science and Health, English, Filipino, and MAKABAYAN subjects is

marginally good only. This manifests the unfortunate learning

achievement of pupils in the locality particularly in English. Obviously,

this is not attributable to school climate. The teachers’ efficiency is

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excellent, but, it is not due to favorable school climate since after all

they are not related. Having these inferences at hand, the

researcher recommends the following actions: (1) The schools and

teachers, in particular, should find ways to improve the current state

of the pupils’ learning outcome. To do this, action researches to define

exactly the real cause of these unfortunate academic achievements

may be taken as initial step. (2) The Department of Education, in the

district or division level, should conduct programs and projects which

could lessen the problem on English proficiency. Intensive intervention

or training programs may be carried out for this purpose after a

careful need assessment activity. (3) The fact that school climate

shows no association with the pupils’ learning outcomes, in-depth

study has to be done to identify specific factors that can be

manipulated to really transform the response variable. Determining

these elements will be easy for schools and teachers to outline

suitable strategies and activities to enhance learning outcome or

cause affirmative result. It is also suggested that studies be done

using other methodologies or enhanced survey tools to further clarify

the current finding on the “non-association” of school climate and

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teachers’ efficiency, as well as, school climate and pupils’ learning

outcome.

Relevance of Related Literature and Studies

The preceding conceptual and related literature and studies are

important because it serves as guide on the present study and provide

factual confirmation to some findings for the researcher use.

The review of related literature and studies gives the researcher

a theoretical basis about the classroom climate among kinder schools

a bases for care and support strategy in the district of Buenavista II,

Schools Division of Guimaras, Philippines for the school year 2019-

2020. Moreover, it helps the researcher select limited number of works

that are closely related to the study. All information included in the

conceptual literature and related studies enable the researcher to have

a broader understanding of her study and affirming that problems do

exist.