IJSSER

Title: A STUDY OF THE FIVE ESSENTIAL COMPONENTS OF ORGANIZATIONAL CLIMATE AND ACADEMIC PERFORMANCE INDICATORS
Authors: Peter Gathu Ruhiri
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Peter Gathu Ruhiri Grand Canyon University, USA.
MLA 8 Ruhiri, Peter Gathu. "A STUDY OF THE FIVE ESSENTIAL COMPONENTS OF ORGANIZATIONAL CLIMATE AND ACADEMIC PERFORMANCE INDICATORS." Int. j. of Social Science and Economic Research, vol. 6, no. 1, Jan. 2021, pp. 25-51, doi:10.46609/IJSSER.2021.v06i01.002. Accessed Jan. 2021. APA 6 Ruhiri, P. (2021, January). A STUDY OF THE FIVE ESSENTIAL COMPONENTS OF ORGANIZATIONAL CLIMATE AND ACADEMIC PERFORMANCE INDICATORS. Int. j. of Social Science and Economic Research, 6(1), 25-51. doi:10.46609/IJSSER.2021.v06i01.002 Chicago Ruhiri, Peter Gathu. "A STUDY OF THE FIVE ESSENTIAL COMPONENTS OF ORGANIZATIONAL CLIMATE AND ACADEMIC PERFORMANCE INDICATORS." Int. j. of Social Science and Economic Research 6, no. 1 (January 2021), 25-51. Accessed January, 2021. doi:10.46609/IJSSER.2021.v06i01.002.
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Abstract: Workplace climate has been under scrutiny as a factor that shapes social facilitation, interaction and productivity in organizations. The goal of the study was to reveal the extent to which the 5Essentials of school climate correlates with academic performance. The methodology adopted was quantitative with a correlation design. Linear regression analysis and two-tailed correlation matrix were used to show correlations and rank the predictor’s effect on criterion for 186 schools. Results indicated on average, 40.8% of reading scores were explained by parental involvement, supportive environment and ambitious instruction; and these variables statistically significantly predicted AYP in reading, F (6, 107) = 12.186, p < .05, R2 = .728. Similarly, 49.45% mathematics scores was explained by parental involvement and supportive environment that statistically significantly predicted AYP in mathematics; F (6, 107) = 11.622, p < .05, R2 = .577. On average, 10.8% of graduation rate was explained mostly by supportive environment that statistically significantly predicted AYP in graduation rate, F (6, 107) = 3.057, p < .05, R2 = .146. Overall, out of the five predictors only two had positive coefficients and significant levels of p < 0.05 (parental involvement and supportive environment). These findings support the argument fronted by the theory of action, which suggested if schools embrace some of the 5Eessentials, they are likely to improve their learner’s achievement. Therefore, schools should consider embracing the positively significant five essentials because they may promote student learning and achievement.

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