Family school climate and its relationship with academic performance: Application in rural educational institutions

Abstract

Analyses that allow understanding the organizational behavior of the actors are very important. The objective of this article is to determine the relationship between family social climate and educational quality indicators associated with school performance. A quantitative research approach was used, with a field design, transectional, non-experimental, considering 36 students of the ninth grade of basic secondary school, enrolled in a public -rural-educational institution located in Bolivar - Colombia. The Family Social Climate Scale questionnaire was used (addressing three dimensions: Relationships, development and stability) and the result of academic performance according to the student evaluation system. The results indicate that, of the total number of students with inadequate family climate, 80,95% show low or basic-basic academic performance, while of the total number of students who show an adequate family climate, 66,67% report academic performance with a tendency to a high level. It is concluded that the family has a leading role in the integral formation of the student, by establishing some aspects of these family dynamics and relating them to the academic processes, a clearer picture of the contextual reality and the importance of the family environment as a protective agent of human development will be obtained.