School Climate and Pupils' Progress

The school climate shapes the day-to-day learning experiences of the pupils, which influences their motivation,engagement, and academic achievement. This study sought to determine the parents’ perception of school climate, the level ofpupils’ progress, and the significant relationship between the school climate and pupils’ progress among the six (6) schools ofTalisayan District, Division of Misamis Oriental, during the Second Quarter of the School Year 2023-2024. There was a total ofone hundred twelve (112) Grade 2 parents’ respondents through stratified random sampling method. This study utilized anadapted and modified survey questionnaire developed by Karen Parker Thompson, coordinator of family involvement andcommunity resources for the Alexandria City Public Schools. It employed the mean, standard deviation, and Pearson ProductMoment Correlation Coefficient (r) to ascertain the significant relationship between parents’ perception of school climate andpupils’ progress. The study found that the respondents have a Very High perception of the school climate, specifically the caringlearning environment. Almost half of the respondents have an Outstanding rating. A significant strong positive correlation existsbetween the school climate and pupils’ progress, thus rejecting the null hypothesis and that the school climate fosters a caringlearning environment. It is therefore recommended to create a school environment that is conducive, safe, and supportive topupils’ learning and academic growth. Meanwhile, it is believed that parents agree with enhancing the effectiveness of problem-solving strategies in school