Background: Most of learning occurs in formal training within schools and effective school ‎systems require the right combination of suitable educational resources and facilities, ethical ‎orientation of school‏ ‏climate and students who are ready to learn. Therefore, the current study ‎aimed to investigate the role of ethical climate on students’ sense of belonging to school and ‎academic achievement.‎
Method: This study was conducted by descriptive-correlation method. The ‎statistical population of this study consisted of all students who were studying in second grade ‎high schools in Urmia in 12016-2017. 1003 students were selected randomly through ‎proportionate stratified sampling. The data were collected by using standard questionnaires of ‎ethical climate and students’ sense of belonging to school. Path analysis was used to evaluate ‎the conceptual model. ‎
Results: Results show that the elements of ethical climate have positive direct relationships ‎with sense of belonging to school. Furthermore, the elements of ethical climate are indirectly ‎and positively related to academic achievement through sense of belonging to school. It can be ‎concluded that any improvement in ethical climate can correspond with improvement in the ‎sense of belonging to school and academic achievement.
Conclusion: Findings of this study indicate that ethical climate improves students’ sense of ‎belonging to school directly. Furthermore, ethical climate indirectly increases students’ ‎academic achievement.‎