The Impact of School Climate on Academic Performance: A case of Ghanaian Schools

Michael Asamani Pobbi, Jacob Kor, James K. Opare


One of the most important school factors required for effective teaching in learning is the school climate. The study sought to explore and explain the degree to which school climate factors contribute towards improved students’ performance. A quantitative research design was employed for the study. Items of the survey questionnaire were based on questions form the both Inventory of School Climate (ISC) and the NSCC scale for school climate.  Data was collated from of primary data from 500 students from 500 schools randomly selected across all ten regions in Ghana. Performance was measured using average performance of schools in WASSCE examinations for the year 2014. Data obtained during survey was entered into a SPSS statistical software, were missing analysis was conducted. Subsequently analyses using both descriptive and inferential methods were done. The Cronchbach’s measure of reliability estimated for the school climate construct was 0.774. The structural equation model was then employed to test the effects of climate on the performance of students in standardized examinations. Results from SEM analysis reveal the model of the study was confirmed as the data showed equivalence to model modifications Χ2/ DF < 3.00, GFI >.90, AGFI >.90, NFI > .90, TLI > .90, CFI > .90, RMSEA < 0.07. It was found that school climate had a positive and significant effect on the academic performances of students. It was also found that specific school climate factors that influence student performance in ensuring positive school climate. Based on the findings of the study it was recommended that school leaders and other stake holding bodies help promote cohesiveness among all members of their schools.

Keywords: School Climate, Senior High School, Structural Equation Model

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