Abstract
The concept of school climate is identified as an element that is essential to the character of a school. This may even give an identity to the school itself, the people connected to it, and the graduates it produces. It may thus be presumed that school climate is a factor that should be considered by the school administration in the preparation of its plan and its implementation for the improvement of the school as a whole. Based on the findings of the study, it is concluded that the school climate, significantly affects the school’s performance in reducing the dropout rate and lowering the incidence of violence. This gives the implication that the condition of the school climate may give positive or negative contributions to the interventions that the school implement to achieve its objective of decreasing the dropout rate and cases of violence in school. Therefore, it is imperative that the school establish a positive school climate to produce affirmative school performance. In addition, the teachers’ performance, students’ behavior, and academic performance are significantly influenced by the school climate, specifically the physical and academic dimensions. It implies that the quality of the school facilities may yield positive or negative influence on both the teachers’ and students’ performance. Thus, it is deemed necessary for a school to sustain a positive school climate to achieve excellent performance from both students and teachers.
