The Relationship between School Satisfaction and Academic Achievement among BES Private Secondary School Students (Khartoum Locality, Sudan)

Aim: This study aimed to investigate the overall attributes and characteristics of successful and satisfying BES private secondary schools. It sought to elucidate the direct correlation between school satisfaction and academic achievement, as well as to examine any potential relationship between school satisfaction and the gender of students. Methods: The researchers employed a descriptive approach by utilizing the modified measurement tool, adapted from [1], to better align with the specific context of the study. The modified scale was shown to be reliable (0.879) and valid (0.9375) to be used in the present sample. The sample size was 30 students (15 males and 15 females), who were chosen randomly. Data Analysis: Quantitative data was analyzed by Statistical Package for the Social Sciences (SPSS), represented by the statistical treatments of Cronbach’s alpha equation to find stability—t-test for the sample and the two independent samples. While qualitative was analyzed by content analysis. Results: The research results were as follows: School satisfaction among BES secondary school students was high, there was a correlation between school satisfaction and academic achievement; students reporting higher satisfaction levels tend to achieve better academic results, as evidenced by the study where 30% of students earned B grades, 33% received A grades, and 37% achieved A* grades. And there was no significant difference in school satisfaction according to gender (males and females) among secondary school students. Conclusion: Secondary BES school students exhibit high levels of school satisfaction, which is positively associated with academic achievement. Furthermore, no significant differences in satisfaction were observed between male and female students. A supportive school environment enhances motivation and focus, leading to improved performance, while dissatisfaction can result in disengagement and lower academic outcomes.