Investigating the Relationship Between School Norm Compliance and Perceived School Climate Among JHS Students: Towards a Framewrok Form For Optimizing Learning
Document Type
Paper presentation
School Name
Saint Mary's University Junior High School and Science High School
School Code
N/A
Abstract / Executive Summary
This study examines the relationship between junior high school students’ compliance with school norms and their perceptions of a positive school climate. A positive school climate is widely recognized as a key factor in promoting academic achievement, discipline, and student well-being. The study was conducted to determine students’ level of compliance, their degree of agreement with perceptions of a positive school climate, and whether differences exist across demographic and curricular groups. A quantitative research design was employed using a five-point Likert scale questionnaire. Data were collected through Google Forms distributed via class group chats, yielding 263 responses. The majority of respondents were 15-year-old female Grade 10 students enrolled in the science curriculum. Results showed that students generally demonstrated a high level of compliance with school norms and a highly positive perception of school climate. No significant differences were found when grouped according to age or sex. However, students in the science curriculum exhibited significantly higher compliance and more positive perceptions compared to those in the academic curriculum. A strong positive correlation was identified between compliance and perception of school climate. The findings suggest that reinforcing compliance frameworks may enhance school climate and optimize learning. This study aligns with the United Nations Sustainable Development Goals, particularly SDG 4: Quality Education, by supporting safe, inclusive, and effective learning environments.
Keywords:
adherence to standards, learning environment, positive atmosphere, respectful relationship, optimum learning
Investigating the Relationship Between School Norm Compliance and Perceived School Climate Among JHS Students: Towards a Framewrok Form For Optimizing Learning
This study examines the relationship between junior high school students’ compliance with school norms and their perceptions of a positive school climate. A positive school climate is widely recognized as a key factor in promoting academic achievement, discipline, and student well-being. The study was conducted to determine students’ level of compliance, their degree of agreement with perceptions of a positive school climate, and whether differences exist across demographic and curricular groups. A quantitative research design was employed using a five-point Likert scale questionnaire. Data were collected through Google Forms distributed via class group chats, yielding 263 responses. The majority of respondents were 15-year-old female Grade 10 students enrolled in the science curriculum. Results showed that students generally demonstrated a high level of compliance with school norms and a highly positive perception of school climate. No significant differences were found when grouped according to age or sex. However, students in the science curriculum exhibited significantly higher compliance and more positive perceptions compared to those in the academic curriculum. A strong positive correlation was identified between compliance and perception of school climate. The findings suggest that reinforcing compliance frameworks may enhance school climate and optimize learning. This study aligns with the United Nations Sustainable Development Goals, particularly SDG 4: Quality Education, by supporting safe, inclusive, and effective learning environments.
