School climate and extent of curriculum integration among farm schools in the province of Negros Occidental

Farm schools are essential in educating learners on agricultural literacy and sustainable life-education to achieve better life conditions. The Department of Education, Region VI-Western Visayas, had established 26 secondary public farm schools. This study aimed to determine the degree of school climate and the extent of curriculum integration and their correlation among farm schools in the province of Negros Occidental, Philippines. Using stratified random sampling, the descriptive correlational design was employed to gather the data using a researcher-made survey questionnaire from 196 farm teachers, administrators, and farm coordinators. Lawshe’s method was used in determining the instrument content validation measurement studied by 10 panel experts. The instrument's reliability was assessed using the Cronbach Alpha's coefficient. For the statistical analysis, frequency and mean were utilized to calculate the average, and the Mann-Whitney U Test, Kruskal Wallis, and Spearman Correlation determined the distinction and connection. The findings demonstrated a significant correlation between school climate and curriculum integration. Additionally, results revealed a high degree of curriculum integration, showing that farm lessons are effectively integrated within and across learning areas. Notably, the results of this study were used to suggest a school improvement plan for the farm schools' continuous improvement and sustainability. Keywords: farm school, school climate, extent of curriculum integration