Modelling the Relationship Between School Climate and Academic Achievement in Technical Colleges in Abuja FCT

This study models the relationship between school climate and academic achievement among students in technical colleges in the Federal Capital Territory, Abuja. School climate, encompassing safety, peer relationships, teacher-student interaction quality, institutional support, and physical environment, has been linked to student motivation and performance in multiple educational contexts. However, its specific relationship to achievement in technical and vocational education settings in Nigeria is underexplored. A quantitative cross-sectional design is employed, drawing a sample of 400 students and 60 teachers from six technical colleges in Abuja Municipal, Gwagwalada, and Kuje area councils. The validated Comprehensive School Climate Inventory and a technical achievement test are administered. Path analysis and structural equation modelling examine direct and mediated relationships between school climate dimensions and academic achievement. Findings are expected to reveal that teacher support and safety perceptions are the strongest predictors of achievement, mediated through student engagement. The study also examines whether programme type and year of study moderate the climate-achievement relationship. Recommendations include school climate improvement programmes, student counselling and support services, and teacher relational skills training. This study contributes to the educational psychology research base in Nigerian technical education and provides a theoretically grounded model applicable to institutional improvement planning in FCT technical colleges. Keywords: school climate, academic achievement, technical colleges, Abuja FCT, structural equation modelling