INSTITUTIONAL CLIMATE AND LEARNERS’ BEHAVIOR TOWARDS A CHILD-FRIENDLY SCHOOL

Ken Paul Espinosa, PhD | Quenny Cabildo |

April 14, 2021
Education Management

This research aimed to promote a positive institutional climate that yields learners’ behavior towards a child-friendly school. This study utilized a descriptive-correlation research design wherein the study focused on determining the relationship between the institutional climate and learners’ behavior as assessed by the public elementary teachers. A total of 150 public elementary teachers from six selected public elementary schools in Caloocan City voluntarily participated in the study. The teachers were randomly selected using a stratified random sampling technique from kindergarten to Grade 6 during the school year 2019-2020. This study was limited to the assessment of the institutional climate based on the goals of a child-friendly school and learners’ behavior. Based on the assessment of public elementary teachers, it showed that the highest degree of achievements on learners’ behavior was “social responsibility” and “spiritual growth,” while the lowest was “self-confidence.” In terms of institutional climate, the study revealed that the highest degree achievements on the institutional climate were “ensure high academic achievement and success” and “raise teachers’ morale and motivation,” while the lowest was “encourage enrolment and competition.” Moreover, the study showed that there is a significant relationship between institutional climate and learners’ behavior. This result implies that a school environment is a factor in learners’ behavior. The specific intention of the proposed enhancement program is geared towards the understanding that the school environment is a factor in the behavior of a learner. This study is to ensure that teachers and learners co-exist in promoting a healthy learning environment. Keywords: behavior, child-friendly school, institutional climate, learners’ behavior, school environment

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