SCHOOL CLIMATE QUALITY AND EDUCATION QUALITY: EVIDENCE FROM 15 WORST PERFORMING NATIONS AT PISA 2018

The core objective of this manuscript is to assess the effect of school climate quality on education quality in 15 worst performing nations on PISA 2018. The literature review explores the elements of school climate quality effecting quality of education in secondary schools. The school climate consists of at least three dimensions, specifically, safety environment, teaching and learning, and school community. The empirical analysis covers more than 120,000 observations from sample schools of developing countries. The main results derived using ordinary least squares estimation outcomes demonstrate that conducive school culture have a positive impact on pupil’s achievement. In developing nations, students who perceived greater support from their teachers and considered their teachers were scored higher in cognitive assessment. A one-unite increase in the index of teacher support was associated with an increase of 0.01 score points, but statistically insignificant. Concerning the role of competition and cooperation, the results demonstrate that there is an insignificant impact on educational outcomes in developing nations, while parental involvement kept positive and significant association with cognitive achievement.