Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Rebecca Lunde

Keywords

school climate, physical environment, instructional environment, student wellness

Disciplines

Education

Abstract

The purpose of this quantitative, non-experimental, predictive, correlational study was to determine if school climate foresees student achievement through a predictive correlational design. This study is important because of the examination of how changes in school climate can affect students both academically and psychologically. The convenience sample for this study consisted of a total of 240 participants from 2 different schools in both urban and rural areas of Eastern Tennessee. The participants consisted of 120 sophomores per school enrolled in English II. The setting was the English II classrooms within both schools. The Education School Climate Survey developed by the National Center on Safe Supportive Learning environments was utilized as the instrumentation of the study to collect data on if the climate of the school predicts student achievement. a multiple linear regression analysis was utilized to see if school climate domains predicted English II achievement. The null hypothesis failed to be rejected. This specific determination indicated that no apparent predictive relationship was evident amongst the school climate domains and academic achievement in English II. These research findings contributed to the ever-growing body of literature of the examination of school climate and academic achievement by emphasizing instructional environment in the promotion of student success. Future research endeavors should expand to more diverse settings and implement various measurement tools.

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