The Mediating Effect of School Climate on the Relationship Between Classroom Management of Teachers and Student Connectedness
Angelica G. Porol1, Celso L. Tagadiad2
https://orcid.org/0000-0003-4379-5440
angelicapearls@gmail.com1, celsotagadiad@gmail.com2
University of Mindanao
Matina, Davao City, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/036038
ABSTRACT
Student connectedness refers to students’ adhered assumptions that the people in their school genuinely care about their education and those students who feel connected to their school are more likely to engage in healthy behaviors and achieve educational success. This study determined the mediating effect of school climate on the relationship between classroom management of teachers and student connectedness of Senior High School students. It utilized quantitative non-experimental descriptive correlational research and applied the mediation analysis with 300 samples from Grade 12 students. It used a stratified random sampling technique. The statistical tools used in this study are Mean, Pearson R, and Path Analysis. The information was gathered from respondents using modified survey questionnaires which were subjected to content validity and reliability testing. The findings revealed that the manifestations of school climate, classroom management of teachers, and student connectedness of senior high school students are evident most of the time. Furthermore, there were significant interrelationships between these variables. The findings proved that the school climate on the relationship between classroom management of teachers and student connectedness of senior high school students has a partial mediation. Accordingly, the higher the teacher’s classroom management, the more connected the students are, and this positive relationship can be affected significantly by the mediating interventions of the school climate.
Keywords: School Climate, Classroom Management of Teachers, Student Connectedness, Senior High School Students, Mediation Analysis