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The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the Classroom Climate Questionnaire, which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.
Konrad et al. (Wed,) studied this question.