Classroom Climate and Students’ Behavior in Public Secondary Schools

The main aim of this study was to assess the perceptions of students and teachers regarding classroom climate and students’ behavior among 350 Grade VII students and 70 teachers from Talibon District, Bohol, during the 2018-2019 school year. Specifically, it aimed to evaluate perceptions of classroom climate in terms of physical, social, emotional, intellectual, and technological aspects among students and teachers, as well as to determine students’ behavior profiles towards self, peers, teachers, and administrators. The study utilized a descriptive questionnaire administered to Talibon I District schools’ teachers and students, with data analyzed statistically. Results indicated no significant difference between teachers’ and students’ perceptions of classroom climate. Similarly, there was no significant variation observed in students’ behavior towards self, peers, teachers, and administrators based on their profiles. However, a significant relationship was found between classroom climate and students’ behavior, underscoring the impact of physical, social, intellectual, emotional, and technological aspects of classroom climate on student development. Recommendations include integrating various activities by guidance counselors and teachers to address specific behavioral needs, thereby enhancing the classroom climate and student behavior. The study concludes that the classroom climate profoundly influences student behavior, advocating for the development of an action plan to improve guidance programs aimed at enhancing academic performance through effective management of classroom climate and student behavior.