Abstract
This study investigated the relationship between school climate and learners' engagement among Grade 7 students in four secondary schools under District 7, Malaybalay City Division, for the School Year 2024–2025. Specifically, it assessed school climate dimensions—safety and security, teacher-student relationships, and academic support—and evaluated their effects on learners' engagement. Employing a descriptive-correlational research design, the study utilized an adapted and validated survey instrument from Golrech (2016), administered to 150 randomly selected Grade 7 students from Simaya Integrated School, Bangcud National High School, Apo National High School, and Luyungan Rural Farm School. Descriptive statistics revealed that safety and security, academic support, and the teacher-student relationship were rated at a high level, while the teacher-student relationship was rated at a very high level. Similarly, learners' engagement was found to be at a high level. Correlational analysis using Spearman's rho showed statistically significant relationships between each school climate factor and learner engagement. The strongest correlation was observed with safety and security, followed by teacher-student relationships and academic support. These findings suggest that a positive and supportive school environment significantly contributes to higher levels of student engagement in both academic and social activities. Grounded in Bandura's Social Learning Theory, the study affirms that learners thrive in environments where they feel safe, supported, and positively connected with educators. The study highlights the critical role of a well-structured school climate in fostering learner motivation, participation, and academic growth. Educational stakeholders are encouraged to sustain and enhance supportive school climate elements to ensure a more inclusive, engaging, and effective learning environment.
