Abstract:
The purpose of this study was to determine the contribution of school climate to students’
academic achievement in secondary schools of Ilu Aba Bor Zone. To achieve the objectives,
quantitative research method was employed. About 167 teachers selected using simple
random sampling technique and 8 principals, 8 vice principals and 5 supervisors selected
using purposive sampling technique participated in the study. Standardized questionnaire
items containing 28 items were employed along with interview items. Analysis of quantitative
data was made using frequency, percentage, mean, standard deviation and multiple
regression coefficients. It was confirmed that the secondary school in Ilu Aba Bor Zone have
poor level of school climate in that community are rarely getting engaged in school. There is
low level of teachers professionalism, leadership is weakly collegial, norms of academic
press is weak and school climate had an overall positive effect on explaining the variance in
students’ academic achievement (R 2= 0.92). Among the school climate sub scales
community engagement had the highest positive statistically significant effect (β1 = .875, P
(.002) < 0.05) on students’ academic achievement. It was concluded that school climate
contribute strongly to the variances in students’ academic achievement. Thus, an effort to
improve students’ academic achievement demands improving school climate. It is
recommended that school leaders need to make strategic plan to create positive school
climate. Woreda and zone education offices are strongly advised to provide on job training to
school leaders and teachers to improve school climate; provide critical supervision on
forming collaborative school climate. Oromia education Bureau are recommended provide
strong follow up and material support to secondary schools create positive school climate.
