Students’ and Teachers’ Perception of School Climate: A Correlational Analysis

Abstract

The success of the learning outcome is highly related to the learning environment. This is because the learning environment significantly influences students’ academic achievement, attitude, and motivation. The study investigated the relationship between students’ and teachers’ perception of school climate in public secondary schools in Ijebu Ode, Ogun state Nigeria. The study used a survey research design. The population for the study comprised all teachers and students in Ijebu Ode public senior secondary schools, Ogun State, Nigeria. The sample consists of 186 teachers and 488 student respondents. Simple random sampling techniques were used to select twenty teachers and fifty students from fifteen secondary schools. Data was collected using the Students and Teachers' Perception of School Climate Questionnaire. Data collected was analysed using frequency count, mean, standard deviation and pearson product moment correlation. Result showed that students have a slightly positive perception of school climate (52.9%). It also showed that teachers have a positive perception of school climate (100%). In addition, it was found that there is no significant relationship between students’ and teachers’ perception (r = .118, P > 0.05) of school climate in public secondary schools in Ijebu Ode, Ogun state. It was concluded that there is no relationship between students’ and teachers’ perception of school climate in Ijebu Ode, Ogun State, Nigeria. It is recommended that teachers should be more tolerant of students to have a positive school climate