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School Climate and Academic Performance: Key Factors for Sustainable Education in High-Efficacy Schools and Low-Efficacy Schools

Author

Listed:
  • Pablo Delgado-Galindo

    (Department of Educational Research Methods and Diagnostics, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain)

  • Jesús García-Jiménez

    (Department of Educational Research Methods and Diagnostics, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain
    Department of Didactics and School Organization II, Faculty of Education, International University of La Rioja, 26006 Logroño, Spain)

  • Juan-Jesús Torres-Gordillo

    (Department of Educational Research Methods and Diagnostics, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain)

  • Javier Rodríguez-Santero

    (Department of Educational Research Methods and Diagnostics, Faculty of Educational Sciences, University of Seville, 41013 Seville, Spain)

Abstract

The school climate is defined as the conditions present within a learning environment that influence the development of educational practices in the context of the school. A positive school climate is crucial for improving learning opportunities, students’ academic performance, and the overall quality of daily schoolwork, thereby promoting educational sustainability. The aim of this research was to analyse and compare the relationships among teachers and among students to understand the school climate in high-efficacy schools and low-efficacy schools. A content analysis was conducted on 50 semistructured interviews with members of the leadership teams from both types of schools. The findings showed that in highly effective schools, there are more favourable perceptions of the school climate, better relationships among teachers, and higher expectations for students than in schools with low efficacy. Improving the school climate can optimise educational performance and should be considered a key strategy to improve both the effectiveness of schools and their long-term sustainability.

Suggested Citation

  • Pablo Delgado-Galindo & Jesús García-Jiménez & Juan-Jesús Torres-Gordillo & Javier Rodríguez-Santero, 2025. "School Climate and Academic Performance: Key Factors for Sustainable Education in High-Efficacy Schools and Low-Efficacy Schools," Sustainability, MDPI, vol. 17(14), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:14:p:6497-:d:1702554
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    References listed on IDEAS

    as
    1. Inés Lucas-Oliva & Jesús García-Jiménez & Juan-Jesús Torres-Gordillo & Javier Rodríguez-Santero, 2022. "Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models," Sustainability, MDPI, vol. 14(19), pages 1-17, September.
    2. Alem Amsalu & Sintayehu Belay, 2024. "Analyzing the Contribution of School Climate to Academic Achievement Using Structural Equation Modeling," SAGE Open, , vol. 14(1), pages 21582440241, January.
    3. Susana León-Jiménez & Beatriz Villarejo-Carballido & Garazi López de Aguileta & Lídia Puigvert, 2020. "Propelling Children’s Empathy and Friendship," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
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