Abstract: Academic achievement remains a critical issue in Botswana, with persistent disparities in performance across districts. Bobirwa District, in particular, has consistently recorded lower pass rates in national examinations. This study investigates the relationship between school climate and academic achievement among Form Two students in Bobirwa District. Guided by the Systems View of School Climate Theory, a correlational research design was employed. The study targeted 1,811 Form Two students from 11 secondary schools, with a stratified random sample of 365 students participating. Data were collected using the School Climate Measure (SCM) and end-of-term academic performance records. Pearson’s correlation analysis revealed a significant but weak positive relationship between school climate and academic achievement, r (352) = .21, p < .001. The findings highlight the role of a supportive school climate in fostering academic success, underscoring the need for school-wide interventions aimed at improving relational, instructional, and environmental factors within educational institutions.
Keywords: school climate, academic achievement, secondary education, student perceptions.
Title: School climate as a correlate of academic achievement among form two students in Bobirwa District, Botswana
Author: Leslie Inambao, David Kariuki, Jotham Dinga
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 15-23
Research Publish Journals
Website: www.researchpublish.com
Published Date: 04-July-2025
