The Influence of Student-Teacher Relationship Towards Academic

Performance of Senior High School Students

A Quantitative Research
presented to the Faculty of College of Education, Bachelor of Elementary Education
of Southern Baptist College
M’lang, North, Cotabato

in partial fulfillment of the requirement in

Research 1

Aizle Jann Floride Tabieros

Jurel Jude V. Montiales
Xylene Jayne Miranda
Caren Joy T. Agoylo
Mabel Octavio
Clint Sarsua

BEED 3

Sonia Deslate Ladra

Research Adviser

2023-2024
 Chapter 1
INTRODUCTION

School climate defines the school’s effects on students, Including teaching

practices diversity; and the relationships among the administrators, teachers,

parents, and students. The most powerful weapon teachers have, when trying to

foster a favorable learning climate, is a positive relationship with their students

(Boynton & Boynton, 2005).

A positive school climate includes students who are active in school and feel

connected to the other students and school staffs, a network, a positive and caring

administrators and teachers. In particular, students tend to develop more their guts in

boosting their confidence when they feel connected and valued to the people around

them specially to their teachers which they are the one who is mostly in contact in

the classroom. The relationship between the student and teacher plays a large role

in the trajectory of a child’s academic success and social development. Establishing

a positive relationship with the teacher helps the students feel more comfortable and

safer in their classroom environments (Ricardo Gonzalez, 2016).

Teachers who have a positive relationship with their students create

classroom environments more helpful to learning and meet students developmental,

emotional and educational needs. A positive teacher-student relationship has a very

crucial role for effective teaching and learning to take place. In addition, If the

learning of the students are effective through the positive vibe of interactions to
teachers, students can probably aim high chance of academic achievement and can

boost more their engagement to the people around them. According to Peter Riddle

a 37-year education expert and founder of ELTC, “Positive relationships with

teachers become game changers for kids. As a 37-year learning specialist, I have

worked with thousands of children – many of whom are initially stressed out A

students, while others struggle for Bs and Cs. I have worked with thousands of

youngsters and adults with learning and behavior disorders.

The common thread with all of these people is that emotional intelligence

increases when individuals are challenged to perform and function at their very best

in the midst of a safe, structured environment”.

Developing positive relationships between teachers and students has a

positive, significant, and long-lasting impact on the students’ lives, both academically

and socially.

A student would work better in class if they felt that their teacher valued and

cared for them. Students all would want to feel loved and cared for. They feel valued

if the teacher not only cares about their grades but also their well-being and social

life. (Esther Maison, 2017). The relationship among the students and faculty staffs

contributes a huge impact of the students’ academic achievement as well as

student’s perspective in purpose of aiming excellence. (Cornell, et al., 2016) A study

of 315 high schools found that when students perceive their teachers as supportive,

high academic expectations were associated with lower dropout rates. A study of
Johnson’s (2009) review of 25 studies concluded that “schools with less violence

tend to have students who are aware of school rules and believe they are fair” and

“have positive relationships with their teachers”. The researchers will then determine

the effects of school climate in the one of religious institution of the City. It will be

conducted to senior high school students since, they are fresh and new to the

atmosphere of being seniors and probably a new transfer student of the said

institution. Everything is new to them including the engagement of the school’s

administrator, teachers, students, etc.

A study of (Cohen and Geier 2010) School climate, which can be described

as the psychosocial effect of organizational environment on the students and adults

inside the school, includes the school’s norms, goals, targets, values, relations,

organizational structure and learning-teaching methods.

This study aims to determine the effects of the student’s relationship in their

school environment cause by their feelings that maybe influenced by certain factors

towards their academic achievement. The researchers are studying the phenomena

of students in the said institution. The researcher’s intention is to help more students

find themselves and understand more of the reasons of their academic status. A

discovery have found that a school climate affects a child sense of safety and

acceptance, thus every students has a different learning capacity, some are being in

the process and some are being in advance , acceptance and a monitory of the

people who surrounds could contribute a really good impact of being safety and
accepted in an institution, it is a critical determinant of their ability to focus on the

task of learning.

Research Background

The purpose of this research study is to investigate the influence of the

student-teacher relationship on the academic performance of senior high school

students. By examining the specific factors that contribute to positive relationships

and their impact on academic outcomes, this research aims to provide evidence-

based recommendations to improve the student-teacher relationship in senior high

school settings. The student-teacher relationship is critical in fostering positive

learning environments, intrinsic motivation, and academic success. When students

feel connected and supported by their teachers, they are more likely to engage in

class, participate actively, and perform better academically.

The student-teacher relationship is a crucial aspect of the educational

experience, particularly for senior high school students. A positive and supportive

relationship fosters academic success, motivation, and overall well-being. It has also

examined the long-term effect of students-teacher relationship, suggesting that

positive relationships in earlier grades can have lasting benefits for student’s

academic performance in later years. Additionally, studies have considered cultural

contextual factors that may influence the student-teacher relationship and its impact

on academic outcomes.
 This study was conducted to investigate the influence of student-teacher

relationships on academic performance of senior high school students.

Research Problem

1. What are the demographic characteristics of the Senior High school

students?

2. What are the common experience encountered by the students to the

teachers in terms of engagement in the classroom?

3. Is there a significant connection between the relationship of the teachers

to the students and the student’s grades?

Hypothesis

The study will have two hypotheses that will either be rejected or accepted:

Ho – There is no significant influence of the student-teacher relationship in the

academic performance of the students.

H1 – There is a significant influence of the student-teacher relationship in the

academic performance of the students.

Theorical Framework

The chosen theories are by Paulo Freire’s in which is called the theory of

value, it argues that education should raise the awareness of the students, so that

they become subjects, rather than objects, of the world. This is done by teachings

students to think democratically and to continually question and make meaning from

(critically view) everything they learn. Theory of Knowledge, that knowledge is a

social construct, it should not be limited to logic and content, or emotions or

superstition, but should seek the connections between understandings and feelings.

Theory of learning, that knowledge is not a set commodity that is passed from the

teachers to the students. Students must construct knowledge from knowledge they

already possess. Teachers must learn how the students understand the world so

that the teacher understands how the student can learn.

Since the study was focused on the influence in dealing with the students and

teacher and how it influenced the student’s academic Performance in Senior high

school students, this theory then can be applied in the study.

Conceptual Framework

Class Participant

Teaching Practice
Classroom Engagement
Relationship

Academic Performance
 Figure 1. Schematic Presentation of the Study

Scope and Delimitation

The general intent of this study is to determine the influence of student-

teacher relationship and what could be the results in the academic performance of

senior high school students. This study will be conducted in one of the private

Chistian’s institutions in Southern Baptist College, M’lang, North, Cotabato, where

the participants/respondents are only limited to Senior High school students. This

study will mainly identify and asses’ different factors that affect the students in their

academic performance through the influence of the school’s climate. This is a

Quantitative Descriptive Research, and will be involving a survey questionnaire to

collect the derived data. The researchers will use the stratified random sampling

procedure and will undergo 96 students.

Significant of the Study

This study aims to know the influence and its effects of school climate that

breaks down to student-teacher relationship to the academic performance of the

senior high school students. Moreover, this study will help the school to help
educators to identify key areas to focus on to create supportive climate in their

schools.

The findings of this study will benefit to these following specific people

differently.

Teacher. The study serves as a guide on how will the teacher strives hard to

clearly define the sets of norms, goals, and values that shape the learning and

teaching environment. It will also establish strong relationships and good social

relation skills.

School. The study will help provide the school an essential activity that helps

the people belongs in the institution feel connected to each other and to feel one

another. Ensuring the effective policies to build safe learning for students.

Students. Will serve as the main beneficiaries of this study. It will help the

students to have an idea and knowledge about school climate. Furthermore, they will

know how to deal or manage their performance in school.

Administrators. The study will help administrators to develop professionals

and future professional and the welfare of the school to determine on how the

administrators can solve the excessive population in a class and to maintain the

good interactions between the teacher and students.

 Future Researchers. The study will serve useful to them as their related

study and will give the future researchers more idea and knowledge to develop more

their future studies.

Definition of Terms

School Climate refers to the quality and character of each individual of school life.

Environment is the living things live in their environment they constantly interact

with it and adapt themselves to conditions in their environment.

Academic Performance refer to the educational performances in school which a

student, teacher, or institution has attained their short or long-term educational goals.

Relationship are the positive connections between students, adults, and peers in

the school setting that foster positive social interaction and establish a nurturing

environment of trust and support.

Connectedness refers to a feeling of belonging to or having affinity with a particular

person or group.

Supportive refers in providing encouragement or emotional help.

Safe is a protected from or not exposed to danger or risk; not likely to be harmed or

lost.

Valued is considered to be important or beneficial.

 Influence is the capacity to have an effect on the character, development, or

behavior of someone or something or the effect itself.

Chapter 2

Review of Related Readings

The 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, The Chapter provides a critical review of the literature relevant to that

study.

Review of Literature in Local and Foreign Setting

Kappan (2017) an article that 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. But they cautioned against inferring that intentional

efforts to improve school climate would also improve academic performance.

Changes in a school's student-reported school climate over time were associated

with changes in academic performance at that school.

Klinger (2015) in his article, school safety, and student achievement and well-

being a review of the literature. School members do not necessarily experience

school climate of the same way; rather, their subjective perceptions of the

environment and personal characteristic influence individual outcomes and

behaviors. Therefore, a closer look at the relationship between school climate,

safety, well-being of students and student learning is needed. This review of the

literature explores the relationship among school climate, school safety, student

academic achievement and student wellbeing. Therefore, it is connected to our study

because it tackles about school climate relationships towards the well-being of each

individual. Our study is tackling about the effects, and this related literature could

have a great help since it is tackling about the relationship of the topics. Without the

connection of each individual barely the researchers could identify the reason and

mainly the effects.

Dewitt & Slade (2014) in his Book explains that 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 the researcher’s study because of it

involves the individual contribution in pertaining an achievement to a climate in

school and as well as the academics.

Kartal (2009) in his Article, 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 and behaviors. Therefore, a closer look at the relationship

between school climate, safety, well-being of students and student learning is

needed. This review of the literature explores the relationship among school climate,

school safety, student academic achievement and student well-being. Therefore, it is

connected to our study because it tackles about school climate relationships towards

the well-being of each individual. Our study is tackling about the effects, and this

related literature could have a great help since it is tackling about the relationship of

the topics. Without the connection of each individual barely the researchers could

identify the reason and mainly the effects.

Dewitt & Slade (2014) in his Book explains that 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 the researcher’s study because of it

involves the individual contribution in pertaining an achievement to a climate in

school and as well as the academics.

 Wang, Meng-te, Degol, & Jessica J. (2016) in their Article it studies the

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.

Guffey & Alessandro (2013) in their Journals, 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. It has shown that

many students do not feel physically and emotionally safe in schools. As a result of

breakdown 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. They are

experienced being pressured and more difficulties in school. They tend to feel low

self-esteemed because some are judging and discriminating them. It is very

unreasonable if the students won’t treat them right. Supposedly students must feel

welcomed in school, that they would feel that they are in positive environment that

could lead them to become successful, to finish their studies and achieve, not just

the parents but also teachers who helped them to learn and give knowledge.
 Duff (2017) in his Article, her study she found the administration in each of the

four elementary school. The perception of their schools organized school climate.

The teachers and administrators, it is not enough to elicit the perceptions of just the

administrators. Without the perception of each individual there cannot achieve the

positive school climate. This literature connects to the study which the researchers

are studying which is the school climate or environmental issues. This literature will

serve as the related literature that connects the researcher’s study.

Khol D., Recchia S., & Steffgen G. (2013) in their Article, aims to provide

researchers with short summaries of some of the self-report instruments in

existence, especially in relation to the link between school climate and aggression,

within the content of Bronfenbrenner’s model. A secondary aim of this article is the

show the same instruments can sometimes adapted to fit different dimensions of

school climate. After data base, consultation and literature was screeched for a

statistical analysis of school climate and aggression. Those studies that had unclear

operationalizations of the main variables used qualitative method were included. This

connects the study of how this article measures the school climate which the

students are experiencing and by how they handle their academic achievement.

School Climate is a heterogeneous concept with a multitude of standardized

and validated instruments available to measure it. It connects the researchers’ study

of how the school climate may affect students within their respective and specific

school. It may take time to measure their scale of how the school climate had an

impact towards students in the same environment or school they have.

 Aldridge & Macchesurey (2017) in their Article, it to determines the important

role of the adolescents now a days in school climate on how it affect their behaviors,

as well as mental health. This connects the study of how this article describes the

relationship of students to the school climate. This may also include their academic

achievement and interaction towards their fellow students.

Schaffhauser (2017) in his Journal, A recent 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. The study, produced by the Institute

of Education Sciences National Center for Educational Evaluation and Regional

Assistance, a division of the United States Department of Education, examined data

taken from three sources: the California Healthy Kids Survey, the California

Standardized Testing and Reporting program, and the California Basic Educational

Data System. (The STAR program has since between replaced by the California

Assessment of Student Performance and Progress System.) Researchers used

grade seven data from 978 middle schools in California collected from the school

years running from 2004-05 through 2010-11. The researchers used regression

modeling to examine the connection between the student- reported school climate

and the students’ average academic performance across schools. They also looked

at how academic performance changed in relation to changes in the school climate.

Both models controlled for racial and ethnic composition, the percentage of English
learners, and the percentage of students eligible for free and reduced-price meals.

This article connects the researchers’ study of how the article describes that a

positive school climate can really does affect their academics and more.

Kominiak (2019) in his article it observes students from K12 of how it affects

for them to have a positive environment or school climate. There’s no magic formula

for student success in school. In a 2016 Review of Education Research meta-study,

experts reviewed over 15 years’ worth of school research and concluded that school

climate has a significant impact on student performance, as a recent K12 Insight

white paper highlights. Of the 78 studies researchers examined, 84 percent found

that positive school climates led to higher achievement. The concept of school

climate is most often tied to student safety and behavior–for good reason. Keeping

students safe is priority No. 1 for any school leader. But to truly improve the quality of

their district, school leaders need to focus on more than just safety. This study

connects the researchers' study of how a positive school climate can really affect the

students by observing and interviewing their own perspective on the school climate.

O’Malley, Voight, Renshaw, & Eklund (2015) the article, A study of

moderation effects. The study tested the hypothesis that school climate will also

hinder youth’s school by examining the unexceptional effects of the student’s

19perceptions on the relationship between the family as well as the teachers. It was

indicated in the study that to have a positive school climate will have a good result

for the students. In which the students will have a higher GPA’s. It will foster the
school youth and suggested that school climate has a preservative effect for the

students living together with the family.

Dutta & Sahney (2016) in their journal, it is to examine the role of a teacher's

job fulfillment and school climate in mediating the comparative effects on leadership

practices on student outcomes. A school leadership has a big impact on student

outcomes. In which it identifies what would be the outcome if the teachers and the

principals has a better leadership performance in school. It is also an instructional

leadership that would be able to promote student's learning and growth as well. If the

teacher has a better performance, the student will be comfortable and can have the

opportunity of setting the goals. Students will have the confidence to do well in

school.

Nickerson, Singleton, Schnur, & Collen (2014) in their journal, the study is

about a perception of the school climate wherein it observes the behavior of a

student. The findings in the study is the effects of bullying and cyberbullying of the

students. Comparing the experiences between the male and female. It was reported

in the study that the females tend to experience cyberbullying than the males. Most

of the student are being involved in bullying as perpetrators and victims. Both had

more negative perceptions of school climate.

Dimitrova, Wreder, & Ahlen (2018) Where they 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. This study examines of how many

participants were involve in the study and how their academic achievement were

affected by the school climate their into. 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

counterparts22 This study connects the researcher’s study which tackles about the

school climate and its effect of the student’s achievement within the school they are

conducting. This study also connects the researcher’s study of how the phenomenon

affects the students especially to those who are new. The uniqueness of this study is

how many student adolescences achieve their academic achievement and parental

guidance in having school climate within the school and how many students can

handle their academic achievement by interacting teachers to have a proper

guidance. This study focuses to the students’ 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 school’s 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 student’s 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 CSRARESA 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. This

research uses data collected as part of an ongoing longitudinal project between the

Australian and National University.

The participants are 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 MPIs us 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 MPIs.

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.

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.

Johan Ahlen (2018) 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. 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

there. 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 connects the researcher’s

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 affects the student’s 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.

Firooz Mahmoodi Department of Education, University of Tabriz, Tabriz, East

Azarbaijan, Iran (2016) this study examines how teacher affects student by

interacting toward them. This study examines the effect of teacher talk and

interaction on students' achievement in Tabriz high schools. This research was a

descriptive and correlation study. Sixty teachers and 800 students by multistage

random sampling are selected for study. The results showed an independent t -test

revealed no significant difference between male and female talk and teaching style.

A one-way ANOVA revealed a significant difference in praises or encouragements in

teaching mathematics, empirical sciences, and humanities. Humanities teachers

encouraged students more than those of mathematics and empirical sciences. In

addition, the direct teaching is negatively correlated with students' achievement. This

study connects the researcher’s study of how teacher interacts towards their

students and to have their positive achievements.

 Chapter 3

Research Method

In this chapter, the researcher discussed the Sampling Procedure, Data

Gathering Process, Participants of the Study, Research Design, Statistic Treatment,

and Research Instrument. The purpose of this phenomenological research study

was to know the dimension 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 is a quantitative methodology to

help to clearly understand what school climate all about.

Research Design
 Research Design The study will employ a design that is a descriptive

correlational under quantitative. Descriptive correlational design establishes the

existence of a predictive relationship. Uses two or more sets of data to examine the

existence and strength of a relationship between them. According to Holden (2012).

In particular the study attempted to describe and analyze the influence in dealing

with academic performance in senior high school students. The design chosen

aimed to investigate the influence of student teacher relationship towards dealing

with academic performance of Senior Highschool Students of the said in Institution.

Research Setting

The data gathering of the study will be conducted in the one of Religious

Sectarian school in Cagayan de Oro City and will be the coverage of the study.

Participants of the Study

In choosing the respondents of the study, the researchers will use the Slovin’s
Formula in which the researcher is used to calculate the sample size (n) given the
which resulted to 96 respondents which is (HUMSS), (ABM), (TVL), and (STEM).
They will be conducting of 4 strand of grade 12 with 13 participants and 4 strands of
grade 11 with 11 participants of students per strand. The researchers would also use
stratified random sampling method which to avoid biases. The researchers have
used the Slovin’s Formula and got the total of the students, these students will serve
and will be the part of the respondents in the study.

Research Instrument

The instrument to be utilized in the study, an adopted research instrument

from Teacher-Student Relationship Questionnaire Rating Scale by Swathi J a faculty

member of Visveswaraya Technical University. Together with the research

instrument is a student’s profile to gather information needed for the 31 study. The

making of the adopted questionnaire was based on experiences made by the

researchers. In the preparation phase, the instrument was carefully laid out to obtain

valid responses of the student’s perception.

Sampling Procedure

The respondents of this study were Senior high school students coming from

different strands namely Humanities and Social Sciences (HUMSS), Accountancy

and Business Management (ABM) Technical and Vocational Livelihood (TVL)

Science Technology Engineering and Mathematics (STEM). The students were

selected as respondents of the study so that it can be given since the students are

the main focus of the study of the researchers.

Stratified Random Sampling was the technique used for selecting the target

respondents.
Data Gathering

The researcher’s data gathering procedure is to determine the population of

participants that will be used in their study through the help of the Head Registrar. A

researcher adopt questionnaire was given to the respondents to find out about the

school climate and its influence on the academic performance of the senior high

school students.

Statistical Treatment

The researchers will use the following statistical treatment in the analysis and

interpretation of the study.

For the problems 1, It is a hypothesis free for which it is finding significant

correlations in very large data. Identifying the respondents’ gender and strands.

For problem 2, Mean is being employ for which it is to determine whether

there is a significant difference between the means of two groups. Identifying the

common problems of students.

 For problem 3, Pearson’s correlation and ANOVA for which it is the test

statistics that measures the statistical relationship or association between two

continuous variables. Identifying the relationship of the academic performance and

the school climate.