It is one of the most salient and significant areas of school climate because a correlation is found between climate and academic performance for all levels of education (Wang & Degol, 2015; Thapa et al., 2013; MacNeil, Prater, and Busch, 2009). Improving the school climate easily promotes high academic achievement. Schools that emphasize commitment to high academic standards and promote effective leadership by teachers and principals have demonstrated increased student achievement in mathematics and science (Ma & Wilkins, 2002). Schools that maintain high academic standards and expectations also demonstrate less student disengagement (Pellerin, 2005). However, in a culturally focused study conducted by Boykin, Albury, Tyler, Hurley, Bailey, and Miller (2005) investigating African American students' perceptions of high academic achievement, findings indicate that African American students tend to disengage from the mainstream , Euro-cultural themes (e.g., individualism and competition) that many high-achieving students are expected and encouraged to use in schools, instead preferring Afro-cultural themes (e.g., communitarianism and verve). Therefore, in further research and interventions on school climate that aim to promote academic achievement, it is also important to take into account the cultural diversity of countries.