Role of School Climate in Students’ Personality Development at Secondary Level

Abstract

The research explored the role of school climate in students’ personality development at the secondary level. The study acknowledges that school climate significantly influences students' academic achievements, behavior, and social emotional development, particularly during the critical secondary stage where students undergo important transitions in their personality development. The research employed a descriptive quantitative research design, targeting secondary school teachers in Vehari district as the research population. A simple random sampling technique was used to select 354 teachers as the research sample, and data were collected using a self developed questionnaire with close ended questions on a five point Likert scale. Data were analyzed using descriptive and inferential analyses. The findings of the study highlight the significant impact of school climate on students' personality development, with a majority of respondents agreeing that a positive school climate positively affects students' academic learning and personal growth. Teachers emerged as key influencers of school climate, with positive teacher student relationships being instrumental in promoting a conducive environment for personality development. The study identifies several factors that contribute to a positive school climate and subsequently support students' personality development such as proper physical environment, teacher student relationship, and schools' policies and practices encouraging positive interactions among students, promoting inclusivity and mental well being.