Universal Journal of Educational Research

ABSTRACT

The study explored the influence of school climate setting on achievement emotions among public elementary schools in Orani District. In particular, the study determined the level of school climate as assessed by the school heads and teachers. The study was qualitative and quantitative in nature. The researcher collected survey data and interview data concurrently in one phase and compared the results. In light of the findings of the study, after the data had been treated the researcher concluded that as a whole, pupils’ achievement emotions exposed in the school are “favourable”. This further indicates that problems with achievement emotions do not exist in the public elementary schools in Orani District. Moreover, there was a negative correlation between School Climate and Pupils’ Achievement Emotions. Thus, there is a significant relationship between School Climate and Achievement Emotions. Meanwhile, from the stories of teachers, pupils, and parents, insights are withdrawn as follows: Excitement and Belongingness, Enjoyment, Hopelessness, Boredom, Anxiety and lack of confidence, Directive leadership, Supportive leadership, Disengaged yet Collegial along with Intimacy/Collegiality. Insights into this study were utilized to develop an organizational development plan for school climate improvement.