School Belonging, Student-Teacher Relationship, and School Climate: A Structural Equation Model on Subjective Well-Being of College Students

This study aimed to determine the best-fit model for the subjective well-being (SWB) among private college students in Region XI, focusing on the influence of school belonging, student-teacher relationship, and school climate. A quantitative descriptive and causal research design was employed using the structural equation model (SEM) for analysis. A total of 400 students from various provinces in the Davao Region were selected through stratified random sampling, and data were collected via personal surveys using modified and validated questionnaires to ensure content validity and reliability. Statistical tools were used for data analysis, including mean, standard deviation, Pearson product-moment correlation, linear regression, and SEM. Findings revealed that the level of school belonging was perceived as high, student-teacher relationship as moderate, school climate as very high, and subjective well-being as high. Significant relationships were observed between school belonging and subjective well-being, student-teacher relationship and subjective well-being, and school climate and subjective well-being, confirming that each exogenous variables had a significantly influence on SWB. Among the three generated models, Model 3 was identified as the best fit for the study, with school belonging emerging as the most significant predictor of SWB. The results further indicated that SWB was best anchored in school belonging, which was measured by inclusion to school, and school engagement; teacher-student relationship was characterized by comfort, approval, intimacy, and trust; and school climate was described in terms of leadership/staff relations, institutional environment, interpersonal environment, teaching and learning, and safety.

educational management, subjective well-being, school belonging, student-teacher relationship

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