International Journal on Science and Technology

E-ISSN: 2229-7677   •   Impact Factor: 9.88

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 17 Issue 3 July-September 2026 Submit your research before last 3 days of September to publish your research paper in the issue of July-September.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 17 Issue 3
July-September 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

School Climate and Learners’ Well-Being in Select Public Elementary Schools

Author(s) Ms. Maybelain Yana Edroso, Dr. Gina Floresca Labitad
Country Philippines
Abstract School climate and learners' well-being are important factors that influence learners' academic, emotional, and social development. However, limited local studies have examined the relationship between these variables among elementary learners. Public elementary schools continue to face challenges such as bullying, overcrowded classrooms, inadequate facilities, and limited psychosocial support, which may affect learners' overall well-being. This study determined the relationship between school climate and learners' well-being among Grade 6 learners in selected public elementary schools in the Opol East and West Districts during the School Year 2025–2026. The study employed a descriptive-correlational research design. The respondents consisted of 190 Grade 6 learners selected through stratified sampling. Data were gathered using a validated researcher-made questionnaire. School climate was assessed in terms of safety, learner–teacher relationship, and engagement, while learners' well-being was measured across personal, family-related, and school-related domains. Mean and standard deviation were used to determine the levels of the variables, while the Pearson Product-Moment Correlation Coefficient was utilized to test the significant relationship between them at the 0.05 level of significance.

The findings revealed that learners perceived the school climate as very positive in terms of safety, learner–teacher relationship, and engagement. Learners also reported positive levels of well-being across the personal, family-related, and school-related domains. Furthermore, a significant positive relationship was found between school climate and learners' well-being. The study concluded that a positive school climate contributes to better learners' well-being. It is recommended that schools continue strengthening safety, learner support, engagement, and home–school partnerships to further promote learners' overall well-being.
Field Sociology > Education
Published In Volume 17, Issue 3, July-September 2026
Published On 2026-09-17
View / Download PDF File

Share this


CrossRef

Crossref DOI prefix of IJSAT is 10.71097/IJSAT

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 17 Isu 3Cover Page Vol 17 Isu 2Cover Page Vol 17 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJSAT
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics 		Join as a Reviewer
Editors & Reviewers
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us Message on WhatsApp +91-9687-182-185 editor@ijsat.org