ABSTRACT
This study was conducted at Aurora Senior High School to assess school climate across five dimensions: safety, environment, assessment and learning, interpersonal relationships, and leadership and decision-making. A total of 270 Grade 12 students from various strands were randomly selected as respondents. Using a descriptive-correlational design, findings revealed a generally positive perception of all dimensions. No significant gender difference was found in perceptions of safety and environment (p > 0.05), but females rated assessment and learning, interpersonal relationships, and leadership and decision-making more positively than males (p < 0.05). These results align with studies showing that female students perceive teacher support and school belonging more positively. Age and monthly income did not yield significant differences in perceptions (p > 0.05), consistent with related literature. However, parental occupation significantly influenced perceptions in all dimensions except interpersonal relationships (p < 0.05). Correlation analysis showed strong positive relationships among all dimensions (r = 0.667 to 0.802, p < 0.05), highlighting their interconnectedness. Literature supports that parent involvement and support enhances academic success and school climate. Thus, the study emphasizes improving safety protocols, enforcing conduct standards, promoting learner-centered teaching, encouraging stakeholder engagement, and strengthening leadership anchored in shared values. A holistic and collaborative approach to school climate is recommended to foster a supportive learning environment that enhances student motivation and performance.
Keywords: gender differences, stakeholder engagement, holistic approach, academic environment