Teachers’ perspective on school climate

Abstract

Studies show that collaboration affects and improves the interpersonal abilities of students, teachers, and managers, and, as a consequence, school efficiency increases (Campo, 1993). The present study intends to analyze the school climate from the perspective of teachers. The teachers’ perspective on school climate is analyzed with the help of those variables which aim at their affiliation to school, the discipline climate, the inter-peer climate, the teachers-management relational climate, and the professional interest climate, but also with the variables regarding teacher’s age, school location, and teacher’s resilience.