The relationship between school climate, student engagement and academic achievement in higher secondary school

Abstract

This study examined the relationship between higher secondary school students’ perceptions of school climate, student engagement and academic achievement. The sample of 212 (108 girls, 104 boys) students from grade nine to twelve from one of the higher secondary schools in central Bhutan participated in this study. The descriptive statistics, Pearson correlation coefficient and mediation analysis using PROCESS in regression was used to analyzed the obtained data. The analysis of the data supported the theoretical conceptualization of the components of school climate and the domains of student engagement. The result revealed a significant correlation between the components of school climate and student engagement, and the domains of student engagement and academic achievement. Moreover, the analysis of the single mediation model indicated the student engagement to be significantly mediated the relationship between school climate and student academic achievement. Based on the findings from this study, implications for managing the school climate positively and enhancing the student engagement are elucidated in the paper.