PERCEPTION OF SCHOOL CLIMATE BY ADOLESCENTS. DIFFERENCES ACCORDING TO COURSE, AGE, SEX, TYPE OF SCHOOL, AND ACADEMIC PERFORMANCE

Abstract

The experiences of adolescents in schools are decisive for their academic achievement
and adaptation. This article compares the differences around the perception
of the climate and school functioning according to the educational level, age, sex,
ownership and school location, and academic achievement. In this article, the differences
in a sample of 1208 adolescent students on the Scale of Climate Perception and
School Functioning (PCFC) and their dimensions are analyzed. These dimensions
are climate, school bonds, clarity of norms and values, and empowerment, and
opportunities. 

Significant differences are found in the PCFC scale depending on the course, age,
sex, type of center, and academic performance. Bonds and Clarity are better observed in
women. The overall perception of the school decreases with the increase in educational
level and age, but increases with greater academic achievement, as well as in schools of
private ownership over the public.

From the findings, we provide guidelines for schools and educational policymakers.
Throughout adolescence, students claim for greater responsibility and participation in
the decision making of the school, as well as providing them with greater opportunities
for their development.