The Influence of School Climate and Subjective Well-Being on Students’ Engagement

This study examines the influence of school climate and subjective well-being on students’ engagement at Lorenzo S. Sarmiento Sr. National High School. The study’s primary objective was to determine the levels of school climate, subjective well-being, and students’ engagement in terms of their respective indicators. It also aimed to identify significant relationship between school climate, subjective well-being, and students’ engagement, as well as to determine which domains of school climate and subjective well-being would significantly influence students’ engagement. A quantitative-correlational design was used in this study, which included 257 respondents from the grade 9 and grade 10 students at Lorenzo S. Sarmiento Sr. National High School. The statistical tools employed in this study were the average weighted mean, Spearman’s rho correlation, and multiple regression analysis. The results indicated a very high level of school climate in terms of its respective indicators, namely, the presence of a respectful environment in school, the presence of an organized environment in school, and the presence of a safe environment in school. The study also revealed a high level of subjective well-being in terms of, joy of learning, school connectedness, educational purposes, and academic efficacy. Lastly, the study revealed a high level of student engagement along with its indicators: affective engagement, behavioral engagement, and cognitive engagement. Moreover, the study revealed a significant relationship between school climate and subjective well-being on students’ engagement, making the null hypothesis rejected. Furthermore, all domains of school climate and subjective well-being received high ratings, resulting to a significant influence on students’ engagement.