The Impact of Pedagogical and Organizational Climate in Secondary Schools on Promoting Excellence: Teachers’ and Principals’ Perspectives

Abstract

 Promoting excellence in secondary education has become a central goal of contemporary educational systems. Increasing attention has been given to the role of school climate in shaping teaching quality, perceived student excellence, and overall school effectiveness. This study examines the associations between pedagogical and organizational climate and the promotion of excellence in secondary schools from the perspectives of teachers and principals. A quantitative, cross-sectional research design was employed with 306 participants. The findings indicate high internal consistency for all scales. Pedagogical climate and teacher wellbeing were found to be strong predictors of perceived student excellence (R² = .65). Interestingly, while organizational support showed a positive bivariate correlation with excellence, it demonstrated a negative coefficient in the multivariate regression, suggesting a suppression effect. The study concludes that while organizational support is a necessary condition, pedagogical climate is the primary driver of an excellence-oriented culture.