School Climate, Teachers’ Efficiency and Learning Outcomes

SCHOOL CLIMATE, TEACHERS’
EFFICIENCY AND LEARNING
OUTCOMES
ERNIE C. CERADO
SULTAN KUDARAT STATE UNIVERSITY
EJC MONTILLA, TACURONG CITY, PHILIPPINES
MI-BEST 2015, CENTURY PARK HOTEL, MANILA, PHILIPPINES

SULTAN KUDARAT
MANILA
CAPITOL BUILDING OF SULTAN KUDARAT

Introduction
In the Philippines, many criticisms have been told on
the quality of public school education. Most common
includes the competence of teachers and the quality of
learning environment that are significant to pupils’
everyday learning.
If schools do not have facilities, teachers and other
learning resources, the pupils’ learning outcomes
might be adversely affected.
MI-BEST 2015, MANILA, PHILIPPINES

Introduction…
A lot of concerned people see that the
provision of good school climate will make a
big difference in improving the quality of
education.

Introduction…
 Thus, teachers face many challenges in their work. There’s
the disciplining of pupils who misbehave; the shortage of
books and instructional materials; and the meager salary.
Despite the professional setbacks, it can be easily assumed
that teachers can have some ease from burden if they see
their pupils’ progress academically.
 Motivation is also strengthened if they work in a school or
classroom that provides favorable climate to perform
effectively.

Introduction…
 Nevertheless, people’s attitudes are shaped by the facilities
and environment through which they are mediated (Ferreira,
1995).
 The condition of school environment reflects the physical
and psychological aspects that are more vulnerable to
change and that provide the preconditions necessary for
better teaching-learning intercourse.
 This is related to the school climate, that is, a vital element in
discussions about improving academic performance and
school reform.

Introduction…
But, what really makes a school climate favorable to
both learners and teachers?
Does it require larger school buildings, spacious
classrooms, the sophisticated audio-visual equipment,
and friendly teachers?
Do these things really make important impact on the
improvement of the pupils’ learning outcomes and
teachers’ efficiency?

LITERATURE REVIEW
Tableman (2004)
described school
climate and divided it
into academic and
social aspects.
Halpin and Croft (1962)
found that organizational
climate predicts leadership
behavior and social
interaction of personnel in
the organization.
Deal (1985) posited that
school climate includes
physical and psychological
environment.

LITERATURE REVIEW…
Young et al (1994)
theorized that improving
student behavior and
academic performance
generally requires
changing school climate
and school culture.
Learning First Alliance
(2001) cited that school
climate is predictive of,
other relevant variables,
including improved
academic performance.
Cohen (2006) wrote that
school climate assessment has
the potential not only to
support the understanding of
a school's strengths and
challenges, but also xxx to
improve pupil achievement.

Research Paradigm
School Climate
•Academic climate
•Social climate
•Physical
environment
•Leadership style
Teachers’
Efficiency
•leadership
• management
• curriculum
delivery
Learning
Outcomes
- English
- Mathematics
- Science and Health
- Filipino
- MAKABAYAN
Independent Variable Intervening Variable Dependent Variable

Objectives of the Study
Generally, the study aimed at relating school
climate with teachers’ efficiency and pupils’
learning outcomes.

Objectives of the Study
In particular, the
study sought to satisfy
the following
objectives:
To describe
the school
climate in
public
elementary
schools;
To find out
the teachers’
efficiency in
their
common
educational
tasks;
To determine
the level of
pupils’
learning
outcomes;
To compare
the
perceptions
of the pupils
and teachers
on school
climate; and
To test the
relationships
among these
variables.

METHODOLOGY
RESEARCH DESIGN
DESCRIPTIVE
CORRELATIONAL STUDY

RESPONDENTS OF
THE STUDY
Total = 324

LOCALE OF THE STUDY
REGION XII
N
School Districts
- District I
- District II
- District III
- District IV
- District V
- District VI

School Climate
Questionnaire
– intended for Grade Six
teachers and pupils
Teaching Efficiency
Questionnaire
– intended for Principals and
Grade Six teachers

SAMPLING
TECHNIQUES
One Big School
and One Small School
for each School
(PURPOSIVE)
Grade Six
Teachers
ENUMERATION
Grade Six
(RANDOM
SAMPLING)

STATISTICAL TREATMENT
Means
- To describe the
levels of school
climate, teaching
efficiency, and
pupils’ learning
outcomes
t-test
- To compare the
perceptions of
teachers and pupils
with respect to
school climate
Pearson r
- To see the
relationship
between school
climate, teaching
efficiency, and
pupils’ learning
outcomes

RESULTS AND DISCUSSIONS

RESULTS
VARIABLES MEAN INTERPRETATION
Academic Climate 4.47 Extremely Favorable
Social Climate 4.45 Extremely Favorable
Physical Facilities 3.89 Highly Favorable
Leadership Style 4.41 Extremely Favorable
GRAND MEAN 4.30 EXTREMELY FAVORABLE
The school climate in Koronadal City Division is
extremely favorable.
Table 1
The School Climate as Perceived by the Grade Six Teachers and Pupils

RESULTS…
PUPILS TEACHERS Difference t-comp ttab(.05)
Mean 4.29 4.32 0.03 0.10ns 1.960
SD 0.64 0.95
Table 2
t-test analysis between the Teachers and Pupils’ Perception on
School Climate
There is no significant difference between the
perceptions of teachers and pupils with respect to school
climate.

RESULTS…
VARIABLES MEAN INTERPRETATION
Leadership 4.41 Excellent
Management 4.51 Excellent
Curriculum Delivery 4.54 Excellent
GRAND MEAN 4.49 Excellent
The teachers’ efficiency in Koronadal City Division is
Excellent. Hence, they are proficient in their common
educational tasks.
Table 3
The Teaching Efficiency of Grade Six Teachers

RESULTS…
 This means that…

RESULTS…
SUBJECT AREAS MEAN DESCRIPTIVE RATING
Filipino 81.40 Marginally Good
English 80.49 Marginally Good
Mathematics 80.54 Marginally Good
Science and Health 80.68 Marginally Good
MAKABAYAN 82.34 Marginally Good
GRAND MEAN 81.09 MARGINALLY GOOD
Table 4
The Learning Outcomes of the Grade Six Pupils across
Core Subject Areas
Generally, the pupils’ learning outcome is
marginally good.
This implies
that the
learning
achievement
of the Grade
Six pupils is
just above the
“needs
improvement”
level, hence,
not
satisfactory.

VARIABLES MEANS r INTERPRETATION SIGNIFICANCE
School Climate 4.30
0.6985 High Correlation *
Teachers’ Efficiency 4.42
rcrit(.05) = 0.602 * – significant
RESULTS…
Table 5
Correlation Analysis of School Climate and Teachers’ Efficiency
The school climate is related to teachers’ efficiency.

RESULTS…
School climate 4.30
-0.2399
Moderately Small
Negative
ns
Learning 81.09
r crit(.05) = 0.602 ns – not significant
Table 6
Correlation Analysis of School Climate and Pupils’ Learning Outcomes
The school climate is not related to pupils’ learning
outcomes.

Findings…
 This is contrary to the idea of Learning First Alliance (2001)
that school climate is predictive of, other variables, including
improved academic performance.
 Likewise, it contradicts Cohen’s (2006) statement that school
climate assessment has the potential not only to support
the understanding of a school's strengths and challenges,
but also to xxx to improve pupil achievement.

RESULTS…
Teachers’
Efficiency
4.42
0.7371 High Correlation *
Learning
Outcomes
81.09
r crit(.05) = 0.602 * – significant
Table 7
Correlation Analysis of Teachers’ Efficiency and Pupils’
Learning Outcomes
The teachers’ efficiency is related to pupils’
learning outcomes.

CONCLUSIONS
The teachers and pupils’ views about
school climate do not vary. Moreover,
the school climate is related to
efficiency but not to learning
Nevertheless, teaching efficiency is
associated to learning outcomes.

RECOMMENDATIONS

RECOMMENDATIONS
Pupils’ learning outcomes were
found at marginally good level
only. It is suggested therefore
that the Department of Education
division and district offices has to
do substantial and serious efforts
in relation to improving the
dismal state of learners’
achievement.
FINALLY, the pupils’ learning
outcomes are not associated to
school climate. Thus, further and
related studies has to be carefully
undertaken to validate or even
explore what really attributed to
this unlikely finding preferably in
other school divisions.

Thank you for
listening.
Maraming salamat po!

School Climate, Teachers’ Efficiency and Learning Outcomes

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