Unpacking the Influences: A Multidimensional Analysis of School Climate and its Relationship to Learner Performance in Philippine Elementary Education

Aim: This study examined the relationship between school climate and learner performance in selected public elementary schools in the Philippines, focusing on the relational, learning, and physical dimensions of the school environment.Methodology: A descriptive-correlational design was employed, involving 164 teachers, 10 school heads, and 10 PTCA presidents from ten public elementary schools in Glan 2 District, Sarangani Province.Stratified random sampling was used to ensure representation.School climate was measured across eight domains, while learner performance was assessed through Grade Point Averages in English, Science, and Mathematics, as well as National Achievement Test (NAT) results.Pearson's r was applied to determine statistical correlations.Results: Findings indicated that school climate was rated very positively across all three dimensions.However, learner performance was only at a satisfactory level, with NAT scores categorized as "moving toward mastery."Pearson's correlation revealed no statistically significant relationships between school climate and learner performance in the relational (r = -0.323),learning (r = -0.806),and physical (r = 0.105) dimensions.Conclusion: Although the school climate was perceived as highly positive, it did not significantly predict academic performance.This suggests that other systemic or learner-based factors may mediate student outcomes, underscoring the need for multifaceted interventions beyond school climate enhancement.Future research may further investigate these mediating variables to inform educational policy and practice.