MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN SCHOOL SOCIAL SKILLS AND ACADEMIC ACHIEVEMENT IN EDUKASYON SA PAGPAPAKATAO OF GRADE 5 LEARNERS

Paul Vincent E. Sabanal, Johnny S. Bantulo

Abstract


This study aimed to investigate the mediating effect of school climate on the relationship between social skills and academic achievement in Edukasyon sa Pagpapakatao (ESP) among Grade 5 pupils of Silway 8 Elementary School for the school year 2022-2023. A non-experimental quantitative design was employed, utilizing a descriptive correlation technique to gather relevant data. The study's respondents consisted of 122 Grade 5 learners, with total enumeration used to obtain the population, representing the entire Grade 5 cohort at Silway 8 Elementary School, Polomolok 5 District, Division of South Cotabato. The results indicated that Grade 5 learners exhibited very high social skills in terms of interpersonal abilities, high approaches to learning, and internalizing problem behavior, while demonstrating low self-control and externalizing problem behavior. Learners with advanced social skills in internalizing behaviors were adept at regulating their emotions, dealing with stress, and expressing themselves in a healthy manner. They exhibited resilience, empathy, and a positive outlook, contributing to a supportive and understanding social environment. Additionally, the school climate was perceived most positively concerning teaching and learning and the environment, while safety was noted in fewer instances. Overall, the academic achievement of the learners was deemed good, meeting standard expectations. Moreover, significant relationships were found between social skills and academic achievement, social skills and school climate, and between school climate and academic achievement among Grade 5 learners.

 

Article visualizations:

Hit counter


Keywords


educational management, school climate, social skills, academic performance, Philippines

Full Text:

PDF

References


Adorno, F. P. (2021). Theory and practice of transhumanism. In The Transhumanist Movement (pp. 67-120). Palgrave Macmillan, Cham. Retrieved from https://link.springer.com/chapter/10.1007/978-3-030-82423-5_4

Adnan, A. Z., Ahman, E., Disman, T. Y., Fattah, N., & Suwatno, S. H. S. (2022). Model of employee performance development based on talent management at Pt Pertamina Ru-Vi Balongan Indramayu West Java. Journal of Positive School Psychology, 8960-8970. Retrieved from https://www.journalppw.com/index.php/jpsp/article/view/9209

Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314-324. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/hbe2.195

Akinde, O. A. (2022). Post-secondary education options and the rate of persistence to graduate studies: Trend in a Minnesota Higher Institution between 2007 and 2019. International Journal of Higher Education, 11(4), 201-201. Retrieved from https://ideas.repec.org/a/jfr/ijhe11/v11y2022i4p201.html

Amadi, E. C., & Amadi, R. N. (2020). Perceived influence of teachers’ professional conduct on students’ academic performance in senior public secondary schools in Port Harcourt Metropolis.

Anderson, N. H. (2019). Intuitive physics: Understanding and learning of physical relations. In Perception, Cognition, and Development (pp. 231-265). Psychology Press. Retrieved from https://doi.org/10.4324/9781315792316

Asuru, V. A., & Njigwum, A. S. (2020). Predicting students ‘performance in SSCE English language from their performance in JSCE English language. Retrieved from https://www.academia.edu/download/80287072/Asuru_and_Njigwum_2020.pdf

Ayele, F. A., Odents, O. Z., & Barchard, K. A. (2022). Emotional resilience emerges as novel aspect of meta-mood experience: A confirmatory factor analysis accounting for data censoring. Spectra Undergraduate Research Journal, 2(2), 5. Retrieved from https://digitalscholarship.unlv.edu/spectra/vol2/iss2/5/

Ayeni, A. J., & Amanekwe, A. P. (2018). Teachers’ instructional workload management and students’ academic performance in public and private secondary schools in Akoko North-East Local Government, Ondo State, Nigeria. American International Journal of Education and Linguistics Research, 1(1), 923. Retrieved from https://www.acseusa.org/journal/index.php/aijelr/article/view/135/

Bhagat, K. K., Wu, L. Y., & Chang, C. Y. (2019). The impact of personality on students' perceptions towards online learning. Australasian Journal of Educational Technology, 35(4). Retrieved from https://ajet.org.au/index.php/AJET/article/view/4162

Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2-3), 221-236. Retrieved from https://eric.ed.gov/?id=ED650760

Brasof, M., & Peterson, K. (2018). Creating procedural justice and legitimate authority within school discipline systems through a youth court. Psychology in the Schools, 55(7), 832-849. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22137

Byers, D. S., Mishna, F., & Solo, C. (2021). Clinical practice with children and adolescents involved in bullying and cyberbullying: Gleaning guidelines from the literature. Clinical Social Work Journal, 49(1), 20-34. Retrieved from https://link.springer.com/article/10.1007/s10615-019-00713-3

Chophel, Y., & Norbu, L. (2021). Effect of kagan cooperative learning structures on learning achievement: An experimental study. International Journal of Multidisciplinary Research and Explorer, 1(9), 124-132. Retrieved from https://ijmre.com/publication/Article.php?id=140

Colaianne, B. A., Galla, B. M., & Roeser, R. W. (2020). Perceptions of mindful teaching are associated with longitudinal change in adolescents’ mindfulness and compassion. International Journal of Behavioral Development, 44(1), 41-50. Retrieved from https://eric.ed.gov/?id=EJ1237275

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. Retrieved from https://eric.ed.gov/?id=ED606462

Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061. Retrieved from https://psycnet.apa.org/record/2019-54278-001

Dogan, B., & Kaya-Tosun, D. (2020). An effective method for improving social skills: Literature circles. International Journal of Educational Methodology, 6(1), 199-206. Retrieved from https://www.ijem.com/an-effective-method-in-improving-social-skills-literature-circles

Ertem, H. Y., Arslan, A., & Özenir-Üren, E. (2021). The role of teacher autonomy and school climate on goal orientations for teaching. Psycho-Educational Research Reviews, 203-212. Retrieved from https://eric.ed.gov/?id=EJ1311660

Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond. ASCD. Retrieved from https://cir.nii.ac.jp/crid/1130298887289360664

Gaias, L. M., Lindstrom Johnson, S., & Molano, A. (2022). Amplification or inoculation: Understanding the interacting effects of political and community violence on externalizing behaviors. Psychology of Violence, 12(1), 11. Retrieved from https://psycnet.apa.org/record/2022-01627-001

Giordano, K., Interra, V. L., Stillo, G. C., Mims, A. T., & Block-Lerner, J. (2021). Associations between child and administrator race and suspension and expulsion rates in community childcare programs. Early Childhood Education Journal, 49(1), 125-133. Retrieved from https://link.springer.com/article/10.1007/s10643-020-01049-1

Gordon, K., & Fefer, S. (2019, March). Discipline history and demographics: Which factors relate to school climate perceptions among high school students?. In School Psychology Forum (Vol. 13, No. 1). Retrieved from https://eric.ed.gov/?id=EJ1217289

Hamlin, D. (2021). Can a positive school climate promote student attendance? Evidence from New York City. American Educational Research Journal, 58(2), 315-342. Retrieved from https://eric.ed.gov/?id=EJ1290013

Harris, A., & Jones, M. (2018). Leading schools as learning organizations. School Leadership & Management, 38(4), 351-354. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13632434.2018.1483553

Haynes, R. D., & Warren, M. M. E. (2019). Oral history interview with RD Haynes, February 11, 1997. Retrieved from https://dspace.wlu.edu/bitstream/handle/11021/34466/WLUcoll0239_b158_Haynes_1997.pdf?sequence=1

Hollins, N., & Peterson, S. (2021). The role of behavior analysts in providing equitable services for clients in public schools. A scientific framework for compassion and social justice: Lessons in applied behavior analysis 16. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003132011-17/equitable-education-nicole-hollins-stephanie-peterson

Huang, F., & Anyon, Y. (2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure: Alternative Education for Children and Youth, 64(3), 212-222. Retrieved from https://scholarworks.sjsu.edu/faculty_rsca/4449/

Hubers, M. D. (2020). Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last. Teaching and Teacher Education, 93. Retrieved from https://psycnet.apa.org/record/2020-33742-001

Jadoon, A. U. R., Chishti, M. I., Afzaal, M., & Afzal, T. (2020). Challenges faced by newly inducted teachers implementing revised English curriculum in Pakistan. English Language Teaching, 13(7), 52-66. Retrieved from https://eric.ed.gov/?id=EJ1259563

Joyce, H. D. (2019). Does school connectedness mediate the relationship between teacher support and depressive symptoms?. Children & Schools, 41(1), 7-16. Retrieved from https://academic.oup.com/cs/article-abstract/41/1/7/5181599

Konold, T., Cornell, D., Jia, Y., & Malone, M. (2018). School climate, student engagement, and academic achievement: A latent variable, multilevel multi-informant examination. Aera Open, 4(4). Retrieved from https://journals.sagepub.com/doi/full/10.1177/2332858418815661

Lindstrom Johnson, S., Reichenberg, R. E., Shukla, K., Waasdorp, T. E., &Bradshaw, C. P. (2019). Improving the measurement of school climate using item response theory. Educational Measurement: Issues and Practice, 38(4), 99-107. Retrieved from https://eric.ed.gov/?id=ED604048

La Salle, T. P. (2020). How are schools using the school climate surveys. Center on Positive Behavioral Interventions and Supports. Retrieved from https://eric.ed.gov/?id=ED605572

Lacks, P., & Watson, S. B. (2018). The relationship between school climate and teacher self-efficacy in a rural Virginia school system. School Leadership Review, 13(1), 5. Retrieved from https://scholarworks.sfasu.edu/slr/vol13/iss1/5/

Li, H., Liu, J., Zhang, D., & Liu, H. (2021). Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis. British Journal of Educational Psychology, 91(1), 101-126. Retrieved from https://eric.ed.gov/?id=EJ1287298

Lumadi, M. W. (2019). Building a conducive environment in underachieving schools: A critical pedagogy. South African Journal of Education, 39. Retrieved from https://journals.co.za/doi/abs/10.15700/saje.v39ns1editorial

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0031721718815668

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., ... & Yoder, N. (2020). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist. Retrieved from https://psycnet.apa.org/buy/2020-74076-001

Menin, D., Guarini, A., Mameli, C., Skrzypiec, G., & Brighi, A. (2021). Was that (cyber) bullying? Investigating the operational definitions of bullying and cyberbullying from adolescents’ perspective. International Journal of Clinical and Health Psychology, Retrieved from 21(2). https://www.sciencedirect.com/science/article/pii/S1697260021000028

Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29. https://doi.org/10.1016/j.edurev.2019.100307

Mitchell, R. M. (2020). Enabling school structure. Oxford Research Encyclopedia of Education. https://doi.org/10.4324/9780429401923

Moss, P., & Petrie, P. (2019). Education and social pedagogy: What relationship?. London Review of Education. Retrieved from https://eric.ed.gov/?id=EJ1234813

Mumuni, A. G., O’Reilly, K., MacMillan, A., Cowley, S., & Kelley, B. (2020). Online product review impact: the relative effects of review credibility and review relevance. Journal of Internet Commerce, 19(2), 153-191. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15332861.2019.1700740

Oliveira, S., Roberto, M. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2022). Elementary school climate through teachers’ eyes: Portuguese adaptation of the organizational climate description questionnaire revised for elementary schools. Current Psychology, 1-14. Retrieved from https://link.springer.com/article/10.1007/s12144-022-03542-9

Padilla, G., Zamora, R., & Guerra Jr, F. (2020). School culture in high-performance title one schools in South Texas. Journal of Leadership, Accountability & Ethics, 17(5). Retrieved from https://articlearchives.co/index.php/JLAE/article/view/3958

Parr, E. J., Shochet, I. M., Cockshaw, W. D., & Kelly, R. L. (2020). General belonging is a key predictor of adolescent depressive symptoms and partially mediates school belonging. School Mental Health, 12(3), 626-637. Retrieved from https://link.springer.com/article/10.1007/s12310-020-09371-0

Raza, M. Y., Khan, A. N., Khan, N. A., Ali, A., & Bano, S. (2020). Dark side of social media and academic performance of public sector schools’ students: Role of parental school support. Journal of Public Affairs, 20(3). Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/pa.2058

Reardon, M. (2022). The power of leaders making connections through relationships. Australian Educational Leader, 44(2), 42-45. Retrieved from https://search.informit.org/doi/abs/10.3316/informit.518419491753216

Rena, R., & Wanka, F. A. (2019). The impact of educational attainment on household poverty in South Africa: A case study of Limpopo province. African Journal of Science, Technology, Innovation and Development, 11(5), 597-609. Retrieved from https://etd.uwc.ac.za/handle/11394/4286

Ritchie, G. M. (2018). The Impact of Academic Co-curricular Activity Participation on Academic Achievement: A Study of Catholic High School Seniors. Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2494/

Seitsinger, A. M. (2019). Examining the effect of family engagement on middle and high school students’ academic achievement and adjustment. The Wiley Handbook of Family, School and Community Relationships in Education, 163-182. https://doi.org/10.1002/9781119083054.ch8

Seymour, B. (2019). Pain: A precision signal for reinforcement learning and control. Neuron, 101(6), 1029-1041. Retrieved from https://europepmc.org/article/med/30897355

Shirin, A. (2020). Determining the relationship between academic achievement and prosocial behavior of secondary school students in Dhaka City. International Journal of Research and Reviews in Education, 6(1), 6-15. Retrieved from https://www.academia.edu/download/63529703/Prosocial_behavior_correlation_Shirin20200604-105054-1cm58dx.pdf

Smolkowski, K., Marquez, B., Marquez, J., Vincent, C., Pennefather, J., Walker, H., & Strycker, L. A. (2022). Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the We Have Choices program. Psychology in the Schools. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1002/pits.22710

Snyder-Renfro, C. (2019). Leaving the cave: Transformative learning for Generation Z with social emotional learning. Journal of Transformative Learning, (Special). Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1002/pits.22710

Suryani, N., Sutimin, L. A., Abidin, N. F., & Akmal, A. (2021). The effect of digital learning material on students' social skills in social studies learning. International Journal of Instruction, 14(3), 417-432. Retrieved from https://eric.ed.gov/?id=EJ1304708

Tabb, P. J. (2020). Biophilic urbanism: Designing Resilient Communities for the Future. Routledge. https://doi.org/10.4324/9781003034896

Thessin, R. A., & Louis, K. S. (2019). Supervising school leaders in a rapidly changing world. Journal of Educational Administration. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/JEA-09-2019228/full/html

Vandelannote, I., & Demanet, J. (2021). Unravelling socioeconomic school composition effects on higher education enrollment: The role of students’ individual and shared feelings of futility and self-efficacy. Social Psychology of Education, 24(1), 169-193. Retrieved from https://eric.ed.gov/?id=EJ1288924

Vankoya, K. (2018). Social skills of pre-school children. In ICERI2018 Proceedings (pp. 5806-5810). IATED. https://library.iated.org/view/VANKOVA2018SOC

Williams, K. L., & Davis, S. C. (2021). Math challenges, strengths, and achievement: toward a theory of strain-induced performance-perception misalignment for racially marginalized students. Journal of Women and Minorities in Science and Engineering, 27(4). Retrieved from https://par.nsf.gov/biblio/10340588

Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. Retrieved from https://psycnet.apa.org/record/2019-13089-012

Weissberg, R. P. (2019). Promoting the social and emotional learning of millions of school children. Perspectives on Psychological Science, 14(1), 65-69. Retrieved from https://pubmed.ncbi.nlm.nih.gov/30799753/

Wilson, P. H. (2021). Department of curriculum studies, faculty of education university of South Africa. Retrieved from https://www.globalacademicstar.com/download/article/1567145174.pdf

Wolchik, S. A., Tein, J. Y., Winslow, E., Minney, J., Sandler, I. N., & Masten, A. S. (2021). Developmental cascade effects of a parenting-focused program for divorced families on competence in emerging adulthood. Development and Psychopathology, 33(1), 201-215. Retrieved from https://pubmed.ncbi.nlm.nih.gov/32308168/

Yuner, B., & Burgaz, B. (2019). Evaluation of the relationship between school governance and school climate. Retrieved from https://www.proquest.com/openview/00a8ccbfaa5c5d5620470b288067a7b8/1?pq-origsite=gscholar&cbl=1056401

Zhang, S., Hong, J. S., Garthe, R. C., Espelage, D. L., & Schacter, H. L. (2021). Parental stress and adolescent bullying perpetration and victimization: The mediating role of adolescent anxiety and family resilience. Journal of Affective Disorders, 290, 284-291. Retrieved from https://pubmed.ncbi.nlm.nih.gov/34015623/




DOI: http://dx.doi.org/10.46827/ejes.v12i8.6167

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Paul Vincent E. Sabanal, Johnny S. Bantulo

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).