Levels of School Learning Environment of Public High Schools: Implications to Educational Leaders

Reyjean C. Porras, Rhodora A. Cartagena and Cyril John S. Tubola
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Reyjean C. Porras: Department of Education
Rhodora A. Cartagena: University of San Agustin
Cyril John S. Tubola: University of San Agustin

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 806-812

Abstract: This study explored the learning environment in public high schools within the Division of Iloilo using a descriptive-correlational research design. A total of 246 respondents, including teachers and school heads, were selected through multi-stage sampling. Data collected via a validated researcher-developed questionnaire were analyzed using Cramer’s V test. Results showed a very weak and statistically non-significant association between teachers’ perceptions of the learning environment and school category (V=0.065, p=0.685). However, a weak yet significant association was found with the SBM (School-Based Management) level of practice (V=0.193, p=0.036), with 77% of teachers in Level II and III schools perceiving the environment as highly conducive compared to 54.5% in Level I schools. School heads reported weak and moderate non-significant associations with school category (V=0.137, p=0.535) and SBM level of practice (V=0.264, p=0.098), with most (f=67) reporting a highly conducive environment regardless of school size or SBM level. These findings suggest that while school heads view their environments as conducive, teachers’ perceptions are influenced by SBM practices, emphasizing the need for educational leaders to strengthen SBM initiatives to improve the learning environment consistently across schools.

Date: 2025
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