Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis

Differences in classroom climate (CC) predict students' behavior and learning, but there is no evidence of specific variables potentially responsible for such differences. As school climate, teachers' motivational variables related to students, and students' motivational variables are potential predictors of CC, this study analyzes their predictive role. A total of 5471 students and 263 teachers from 27 schools participated in the study. Multilevel and logistic regression analyses were used to test the mentioned role. School-level variables did not relate to CC, but how two of them are perceived by teachers did (teachers' perception of coworker support, and pupils' attitude). Teachers' motivational variables related to students did not predict CC, though teacher motivational knowledge predicted the relationships in their classrooms between students' mastery orientation and CC. Student goalorientations and expectancies predicted CC. The identified variables at the teacher and student level potentially responsible for differences in CC have educational implications.