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All Journal International Journal of Evaluation and Research in Education (IJERE)
Kalpana Nagar
Christ University
Education

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A study on exploring the effects of the school climate and teacher’s accountability on academic performance of students in early childhood care and education Kalpana Nagar; G. S. Prakasha
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.36631

Abstract

This study investigates parental perceptions of school climate, teachers’ accountability, and students’ academic performance, as well as the relationship among these three factors. The descriptive research uses the demographic background of parents as a stratified sampling method to collect primary data. The statistical procedure shows that Pearson’s product-moment correlations between school climate and teachers’ accountability affect the academic achievement, with effect sizes of r=0.632, r=.646, which significantly correlate with each other. Regression analysis reveals the variability of the effect sizes of school climate and teachers’ accountability on academic achievement, with the values of β=0.070 and β=0.115. The independent variable, school climate and teachers’ accountability, explains 45.4% of the variability of academic performance of the students in early childhood care and education. The present study recommends that training teachers would link their accountability and measures to track the supportive climate of school to improve the student’s academic performance. Future research should conduct longitudinal studies to examine how relationships between school climates and teachers’ accountability affect different student populations and their academic performance.
Co-Authors G. S. Prakasha