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The study determined the school climate in eight public secondary schools and its relationship to students’ academic achievement. The study employed quantitative approach within ex-post facto research design using three climate questionnaires for secondary schools and a sample of 160 teachers. The study revealed that the general climates of all schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a strong positive significant correlation (r = 0.821) with division II and (r = 0.868) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = 0.779) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887) with division IV, while initiating structure showed a strong positive correlation (r = 0.824) with division I, lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong significant (r = 0.848 and r = 0.860) correlations with division I and II, respectively. This study confirmed that, students’ academic achievement is influenced by school climate. Therefore, school climates need to be conducive or positive for the survival and well-being of schools. Original Research Article Nkuba and Massomo; AJESS, 4(2): 1-11, 2019; Article no.AJESS.48690 2

School Climate and Its Influence on Public Secondary Schools’ Performance in Mvomero District, Morogoro, Tanzania