School Climate and Selected Psychological Constructs as Correlates of School Satisfaction among Form Two Students in North-East Region, Botswana
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Date
2024-11
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Kenyatta University
Abstract
There is paucity of studies done on school climate, selected psychological constructs (academic resilience and academic self-concept) in relation to1school satisfaction in1the North East1Region, Botswana. Yet, the available studies globally reveal1inconsistent findings1on school1satisfaction over the years. This research sought to examine the correlation between school climate, selected psychological constructs1and school1satisfaction. The study was anchored on the Self -Determination1Theory and Flach`s1Theory of1Resilience. It was conducted in1the North1East Region, 1Botswana. All the 3514 Form 2 learners in118 public1 junior secondary1schools (JSS) were targeted. The research sample1included 9 junior1secondary schools1and 450 students. The1research methodology1was quantitative. A correlational research design was used. To select the study’s sample purposive sampling was1used first to obtain 1the North1East Region1and then the form two category. Further, proportionate1stratified sampling1technique was used 1to select samples of respondents from day1and boarding1schools. Moreover, the participating schools, classes and respondents were chosen through simple random sampling. Information was gathered through a1questionnaire for students1which comprised 35 items on1the Teacher Support1Scale, Peer Connectedness1Scale, Academic Resilience1Scale (ARS-6), Academic1Self-Concept Questionnaire and1 the School1 Satisfaction Scale. A sample comprising 46 learners from a single school took part in the pilot study to ensure accuracy and consistency of the1tools. Content1validity was1ascertained through1peer and expert1review while1internal consistency technique1was used1to assess the1reliability of the tools. Both descriptive and inferential statistics were analysed using SPSS version 25. The findings indicated that all relationships between school satisfaction and teacher support (r (444) = .30, p < 0.01); peer connectedness (r (444) = .35, p < .01); academic resilience (r (444) = .20 p < 0.01) and academic self-concept (r (444) = .26, p < .01) were statistically significant. Moderation analyses revealed that gender did1not have1a significant moderating1effect on the relationships between teacher support (β = -0.00, p = .988); peer connectedness (β = -0.18, p = .177) and school satisfaction. Conversely, gender moderated the relationship between academic resilience (β = -0.02, p = .048), academic self-concept (β = -0.18, p = .011) and school satisfaction. The findings have implications for the Ministry of Education, school managers, teachers, school counsellors, parents and other stakeholders to promote a positive school climate, academic resilience and academic self-concept through instituting effective students` support systems, peer mentoring programs, collaborative learning and teaching styles so as to bolster school satisfaction.
Description
A Research1thesis Submitted1in Partial Fulfilment of1the Requirement1for The1award of The1degree of Masters of Education (Educational Psychology) in the1School of Education1and Lifelong Learning of Kenyatta1university, November, 2024