Analyzing the Role of School Climate in Shaping Academic Identity and Enhancing Students’ Educational Commitment

Abstract

In recent years, educational research has increasingly emphasized the importance of contextual and environmental factors in explaining students’ academic behaviors and outcomes. School climate, as a central dimension of the educational environment, encompasses shared perceptions of students and staff regarding social relationships, organizational structures, leadership practices, and the emotional atmosphere of the school. These perceptions exert a direct influence on the formation of students’ academic identity and their level of educational commitment. This study aims to analyze the mechanisms through which school climate contributes to the development of academic identity and the enhancement of students’ educational commitment. The research examines multiple dimensions of school climate, including teacher support, peer relationship quality, perceptions of educational عدالت, psychological safety, student participation in decision-making, and disciplinary structures. These dimensions are analyzed in relation to components of academic identity such as school belonging, valuing of learning, academic self-concept, and educational goal orientation. The findings indicate that a positive and supportive school climate significantly strengthens students’ academic identity and increases their educational commitment. Furthermore, school climate promotes intrinsic motivation and academic responsibility by fostering feelings of safety, trust, and meaningful participation. The analysis reveals that schools characterized by participatory leadership, warm interpersonal relationships, and flexible organizational structures provide optimal conditions for cultivating healthy academic identity and sustained educational commitment. The study underscores the necessity for policymakers and school leaders to prioritize the improvement of school climate and implement organizational interventions aimed at enhancing students’ academic outcomes.