School-related Variables in School Reputation Faith-Based Secondary Schools
Ndahayo Claver
Adventist University of Central Africa, Kigali, Rwanda
Email: ndahayoclaver1968@gmail.com
Abstract: This study investigated the predictive relationships among school climate, stakeholder partnerships, demographic variables, and institutional reputation within Seventh-day Adventist secondary schools (N = 321) in the Philippines. Data were analyzed using Pearson product-moment correlations and stepwise multiple linear regression. Bivariate analysis revealed a strong, statistically significant positive correlation between overall school climate and school reputation (r = .75, p < .01, r² = .56), exceeding the correlation between stakeholder partnerships and reputation (r = .67, p < .01). Among climate subscales, student–teacher relationships (r = .67), staff dedication to student learning (r = .64), and school environment (r = .63) exhibited the strongest associations with overall reputation. Stepwise multiple regression yielded a strong-fit predictive model accounting for 55% of the variance in overall school reputation (Adjusted R² = .55, p < .001). Significant predictors included parenting partnerships (β = .25), school environment (β = .24), student–teacher relationships (β = .20), staff dedication to student learning (β = .19), and student religious affiliation (β = –.14). Subscale regressions further explained between 26% and 50% of the variance across academic integrity, institutional knowledge, philosophical foundations, program effectiveness,and physical environment. These findings demonstrate that institutional reputation in faith-based education is driven primarily by relational quality, instructional commitment, and family–school alignment rather than isolated disciplinary enforcement. Practical implications for educational leadership, institutional policy, and stakeholder engagement are discussed.
