Effect of school climate on fourth-grade students’ science achievement in the United Arab Emirates: Insights from the 2023 TIMSS Dataset

Studies have documented the relationship between school climate and science achievement. However, discussions on school climate are very general as limited attempts have been made to explore the form of school climate which could impact on student achievement in science. Guided by the Systems View of School Climate conceptual framework and using the 2023 dataset of the Trends in International Mathematics and Science Study (TIMSS), we explored the relationship between school climate and science achievement from the perspective of students in the United Arab Emirates (UAE). The study population comprised 34,217 fourth-grade students who participated in the TIMSS test, including 16,784 females (49 %) and 17,433 males (51 %). Pearson’s correlation coefficient, hierarchical multiple regressions and moderation analyses were employed to identify predictors of science achievement. The three tenets of school climate made substantial contribution in the variance in science achievement. Given the UAE’s recent substantial investments in science education, these findings reflect the importance of fostering a supportive school climate to enhance students’ science achievement.