International Journal on Science and Technology

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Child- Friendly School Program and School Climate in South District, Division of Cagayan de Oro City

Author(s) Ms. Blessel La Victoria Perez, Dr. Gina Floresca Labitad
Country Philippines
Abstract The study was conducted to assess the Child-Friendly School Program (CFSP) on the overall school climate in elementary schools. It examines the relationship between the Child-Friendly School Program and school climate in the South District, Division of Cagayan de Oro City. It specifically looked at the level of CFSP in terms of effectiveness, inclusiveness, conduciveness, provision of a caring and protective environment, and democratic participation, as well as school climate factors like teachers' pro-social behavior, learners' socio-emotional development, and school administrators' support and responsiveness. This descriptive-correlational study utilized a universal sampling technique with three hundred three (303) elementary school teachers from the South District as respondents. Data were gathered using a survey questionnaire and analyzed using mean, standard deviation, and Pearson Correlation.
Key findings revealed that in the CFSP, Inclusiveness got the highest mean and was rated as outstanding. Conduciveness scored lowest, yet was very satisfactory. Teachers' pro-social behavior was rated the highest positive for school climate, while administrators' support received the lowest positive rating. Statistical analysis confirms that there is a significant relationship between CFSP implementation and school climate. This affirms the theory on reinforcing relationships, where every component of the school environment nurtures and strengthens the other to support holistic learning and academic success. The research concludes that when the Child-Friendly School Program is effectively implemented, the school climate becomes more positive. Therefore, the study recommends targeted interventions to enhance the conduciveness of the CFSP and reinforce administrative support and responsiveness to maximize the program’s capacity to foster a positive school climate.
Keywords Child-Friendly School Program, school climate
Published In Volume 16, Issue 3, July-September 2025
Published On 2025-07-15
DOI https://doi.org/10.71097/IJSAT.v16.i3.7028
Short DOI https://doi.org/g9s9vn
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