Authors : Jessivel L. De Guzman; Dr. Remigilda D. Gallardo

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/3635ee59

Scribd : https://tinyurl.com/3m8tn6wk

DOI : https://doi.org/10.5281/zenodo.15100322

Abstract : This study aimed to determine the relationship between the stakeholders’ support and school climate in public secondary schools in Sta. Maria West District, Davao Occidental. This study utilized the descriptive-correlational design with one hundred fifty public secondary school teachers chosen using stratified random sampling design. In gathering data, the researcher adapted survey questionnaires both for the stakeholders’ support and school climate. Ethical considerations were adhered during the data collection. Statistical tests such as mean, Pearson’s r and multiple linear regression were used to analyze the data gathered. Findings showed that the extent of stakeholders’ support is very extensive, which means that the stakeholders’ support in public secondary is always observed. The extent of school climate is very extensive, which means that school climate in public secondary schools is always observed. There was a very high significant relationship between the stakeholders’ support and school climate. The domains of stakeholders’ support that influenced the school climates were teaching-learning development, positive relationships, and communication and collaboration. With this, the Department of Education may allocate resources in enforcing policies that promote a positive school climate, including anti-bullying measures, conflict resolution protocols and guidelines for inclusive practices.

Keywords : School Climate, Stakeholders’ Support, Teaching-Learning Development, Positive Relationships, Communication and Collaboration, Secondary School Teachers

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