Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This Chapter presents related literature and studies after the through and in-
depth Search done by the researchers. A positive school climate has been
recognized as the foundation to a successful school. To understand the
formation of school climate, This Chapter provides a critical review of the
literature relevant to that study

Review of Literature in Local and Foreign Setting

Phi Kappa (2017) in his article entitled: Linking Climate to performance, was
about the 7th graders from the Middle School with the positive climate were
schools which the students. The researchers said the result suggest the
school climate are associated with changes in academic performance across
the time.

Michel Janosz (2014) in his Newspaper entitled: Effects of school composition

and school climate of teachers expectations of Students. According to a new
study of researchers at the university of Montreal.

DeWitt, Slade(2014) in his Book entitled: School Climate Change: How do I

build a Positive Environment for Learning. The School climate is based on
patterns of students, parents and school personnel experience of school life
and reflects norms. It also important to note that school climate and school
culture is different. In addition to violence, bullying and harassment in many
schools. All of these incidents of tragedy and conflict affect school climate.
Student sends powerful messages through their facial expressions and body
language.
This book talks about a sustainable positive school climate as individuals it
fosters more the youth development and learning necessary for a productive
contribution and satisfying life in a democratic society. It is connected to our
study because of it involves the individual contribution in pertaining an
achievement to a climate in school and as well as the academics.

Hulya Kartal (2009) in his Article entitled: Bullying and school climate from the
aspects of the students and teachers. In the incidents of bullying are frequent
occurrences for many children at school and in the community. It is also of
importance to describe the types and the prevalence of bullying. School
culture and school climate describe the environment that affects the behavior
of teachers and students. School climate reflects the physical and
psychological aspects of the school that are more susceptible to change and
that provide the preconditions necessary for teaching and learning to take
place. In addition, school climate is a significant element in discussions about
improving academic performance. The most important component of school
climate is safety. However, incidents of bullying are frequent occurrences for
many children at school and in the community. Children who are bullied fear
coming to school, and they believe school to be an unsafe and distressing
place. Purpose of Study: The primary purpose of the present study is to
investigate the feelings of both elementary students and their teachers about
the school climate in terms of their perceptions of safety in the school. It is
also of importance to describe the types and the prevalence of bullying, and
possible incidents where bullying occurs, where they feel safe, and whom
they tell about bullying.
This article talks about school climate reflects the physical and psychological
aspects of the school that are more susceptible to change and that provide
the precondition necessary for teaching and learning to take place. It connects
to our study because it involves behavior and how students treat each other
and how would teacher will find some way to reduce this kind of problem in
order to maintain the good school climate.

Wang, Meng-te, Degol, & Jessica J. (2016) in their Article entitled: School
Climate: A review of the construct, measurement and impact on student’s
outcome. This study is based on aggregate-level school climate measures
(between schools) or full samples of student (within-school) do not account for
systematic differences in these relationships across subgroups within the
student body. In a review school climate research, Wang & Degol (2016)
argue that most studies apply a variable-centered approach to investigate
school climate and fail to consider how the link between school climate.

Shawn Guffey & Ann Alessandro (2013) in their Journals entitled: A review of
School Climate Research, It has shown that many students do not feel
physically and emotionally safe in schools. As a result of breakdowns in the
interpersonal that define a school’s climate. In schools without supportive
norms, and relationships, students are more likely to experience violence,
punitive disciplinary actions that could reduce academic achievement.

Brandy Duff (2017) in his Article entitled: School Climate, This shown the
perception of school climate of different in three of the four schools. In her
study she found the administration in each of the four elementary school. The
perception of their schools organized school climate.

Wang M. (2009) in his Journal Article entitled: School Climate support for
Behavioral and psychological adjustment: Testing the mediating effects of
competence. The study used and ecological framework to examine the
relationship among adolescents’ perception of school climate, social
competence, and behavioral and psychological adjustments in the middle
school years. Improved upon prior studies by using structural equation
modeling to investigate the hypothesized mediating effect of social
competence.

Jill Aldridge & Katrina Macchesurey (2017) in their Article entitled: The
Relationship between school climate and adolescent mental health and well
being, It is to determine the important role of the adolescents now a days in
school climate on how it affect their behaviors, as well as mental health.

Dian Svhaffhauser (2017) in his Journal entitled: School Climate really does
affect Academics, the study found that middle schools where students
reported a “more positive” school climate had higher academic performance,
and that changes in the school climate also correlated with changes in
academic performance school climate encompasses the social, emotional and
physical characteristics of a school community.
Review of Related study in Local and Foreign Setting

Dimitrova, Wreder, & Ahlen (2018) we examined for the present sample
whether (a) school climate relates to academic achievement and education
aspiration and (b) such relation very for Roma minority compared to their
majority peers. This study was a Quantitative research. Participants in this
cross-sectional study were 356 adolescent aged 11-19 years old (159 Roma,
197 Bulgarian majority), 332 mothers (104 Roma, 127 majority) and 221
majority teachers who complete self-report survey to address the study goals.
Adolescents provided data on educational aspiration and academic
achievement, parents on their children’s educational aspiration and teachers
reported on school climate. We employed liner mixed models to explore
associations of school climate academic achievements and educational
aspiration among Roma and Bulgarian majority youth. There were negative
associations between teacher-reported school climate and students’
academic achievements, as well as adolescents and parental educational
aspirations for Roma adolescents only, Roma adolescents and parents
reported lower academic achievement and educational aspirations than their
majority counterparts

This study connects the researchers studies which it tackles about the school
climate which it may affect the performance of the students within the school.
It also connects the study which included the happening within the school that
may affect the students’ achievements. The uniqueness of this study is that it
has a different aim but same topic. It focuses to the student’s education and
parental guidance.

Gail H, Greenway (2017) This study is to determine if there was a correlation

between school climate and student achievement in middle schools in the
said institution in the state of Georgia .To determine if schools are meeting
standards identified represents student achievement . What is going on a
particular school or schools in the schools climate calculation? Georgia
schools continue to struggle to ensure that students have reached targeted
levels and to close the gap in student achievement. The design is a
quantitative, correlational study. Correlation is appropriate as it seeks to
determine if there is a relationship between two variables. These variables
can be measured so that numbered data can be analyzed using statistical
procedures. over the last 30 years a growing body of empirical research has
shown that a positive and sustained school climate is associated with and
may be predictive of positive youth development, effective risk prevention and
health promotion efforts, student learning and academic achievement,
increased student graduation rates, and teacher retention (Cohen & Geier,
2010). It is during the middle grades, particularly in lower-performing schools
that serve high-poverty populations that achievement gaps often become so
large that they cannot be overcome by students as they move forward into
high school (Balfanz, 2009).
One method by which student achievement could be improved would be
through attention to school climate. By understanding the relationship
between school climate and student achievement, middle schools can
implement strategies to improve school.

This is mainly talking about how the school climate and the achievements of
students connect each other. Our study is talking about the effects of the
school climate and it really is connected to this related study because we
cannot identify the effects if there is no relationship that connects. The
uniqueness of this study is s region need to attend to the needs of all students
and school stakeholders. If a relationship exists between school climate and
students achievement, then school leaders in this region might be encouraged
to be purposeful and look at improving the dimensions of school climate to
ensure student achievement growth. Districts and middle schools within the
CSRA RESA region may take results and find ways to improve their student
achievement by impacting school climate. School leaders should engage
students, families, and educators to work together to develop, live, and
contribute to a shared school vision following the definition of school climate.
For the purpose of this study, the researcher used the National School
Climate Council definition for school climate

Maxwell, Reynolds, & Bromhead (2017) they found that school climate
explained a significant amount of the between school variance in mean school
achievement and that the strength of the relationship was similar to that
explained by economic state and ethnicity. Measures staff perspectives of
school climate are important for several reasons. First, discrepancies have
been found between students and teachers perception. Teacher ratings are
more sensitive to classroom level factors and students are more sensitive to
classroom level factors and students are more sensitive to school level
factors. This research uses data collected as part of an ongoing longitudinal
project between the Australian and National University.
Participants: The sample included 2,257 Grade 7 and Grade 9 student and
760 staff from 17 public schools 89% of all the 19 public high schools in the
district.
. Descriptive statistics Data screening showed that both the staff and student
data sets were not normally distributed. The means, standard deviations,
skew, kurtosis, and reliability statistics for the staff and student school climate
sub-scales are reported in Tables1,1, ,2,2, respectively. For staff responses,
all means were reasonably high on the 7-point Likert scale, with a small range
(5.22–5.98), as were the student responses (4.01–5.02). The dependent
variables (students' scores on numeracy, reading, and writing NAPLAN tests)
were also not normally distributed. Out of a possible score of 1,000, students'
overall total means were 565.43 for numeracy (SD = 83.38), 572.70 for
reading (SD = 87.72), and 525.09 for writing (SD = 106.43). Therefore, non-
normality was dealt with the MPlus MLR estimator (maximum likelihood
estimation with robust standard errors) that is robust to non-normality (Muthén
and Muthén, 1998–2015). The data missing rate was trivial with a maximum
of 2.8–0.7% at average. Accordingly a multiple imputations method was
employed using Mplus

Research talks about what is school climate all about and explain how school
climate important to us’. School climate is a leading factor in explaining
student learning and achievement. Less work has explored the impact of both
staff and student perceptions of school climate raising interesting questions
about whether staff school climate experiences can “add” value to student’s
achievement.

Crystal, Taker( 2017) This study will focus on the dimensions of

School climate that is most influential in creating and maintaining a positive
school climate, According to teachers and principals. School climate is very
important to today’s educational Area because research has proven that a
positive school climate immediately impacts indicators of success in schools.
This study utilized a qualitative methodology to help gain a deeper
understanding of what aspects of school climate impact the overall climate of
the school. The purpose of this phenomenological research study was to
explore the dimensions of school climate and to identify which aspects of
school climate are the most influential in creating and maintaining a positive
school climate according to teachers and administrators. This study was to
examine the characteristic of a positive school climate, according to teachers
and administrator in a high poverty middle school. The purpose was also to
identify the administration of school climate that are consider to be the most
influential when trying to create and maintain a positive school based on the
perception of the teachers and administrator who participated the study.

This study connects the Activeness between student’s achievements and

school climate. a positive school climate has been studied and linked to many
beneficial outcomes for students, teachers, and administrators. Although it
has been shown the positive school climate is related to higher achievements,
teacher satisfaction, and a decrease in discipline problem.

Petrucci, Borsa, Damasio, Koller, (2016) School violence is not only overt
actions, such as physical fights. It also expressed in school climate that can
engender fear in any student. Student’s experience being bullied because of
their physical appearance including sex and race. They are discriminated by
fellow students because some of them are “slow learners. This study presents
the procedures for adapting the School Climate survey. Participants were 511
children (52, 1% girls) age from 8 to 12 years. Total students, 387 (75.7%)
attended a public school and 124 (24.3%) attended private school. The scores
are obtained by summing the items of the instrument, resulting in a general
measure regarding the school climate. The analysis indicated that each factor
presented significant positive correlations with at least one factor of the
instrument. The strongest correlation was found to “fairness” and “student
interpersonal relations.
Relationship evidences of the students. Determining the evidences of the
results on how does it affect student’s achievements because of school
climate? It is also to measure the correlations between the students and
school climate.

Conclusion

Students must feel that they are in a positive and supportive environment
because it could benefit them to do a lot more. It could encourage them to try
their best in school, that they will not feel so pressured. Positive school
climate are the relationships that should be build, those between the students
and teachers and it’s community including importantly its parents. It needs to
be understood that a friendly welcome for students as they enter the school
has a good impact to them. They will get interested in their studies and
activities because students nowadays can’t brainstorm thoroughly because of
bad elements in school. Positive school climate could lead the students to
work better and can study easily. Students should help one another to make
the school succeed and to have a good feedback. Even if the environment of
the school does have a lot of chaos, students should even learn how to
understand. Students' overall mental health also is affected by school climate,
as students experience increased satisfaction and decreased internalizing
and externalizing problems in schools with positive climate. The mental and
behavioral health of students is a necessary, appropriate, and critical focus of
education . Mental and behavioral wellness is directly linked to overall positive
student achievement, school climate , high school graduation rates, and the
prevention of risky behaviors, disciplinary incidents, and substance abuse.