School Climate and Teachers’ Creativity in Tunisian Middle Schools

This study examines the relationship between school climate and teachers’ creativity in Tunisian middle schools. It draws on a random sample of 572 teachers from 44 preparatory schools and employs a mixed-methods design. In the quantitative phase, the researcher identified the preparatory school in Tunis Governorate that achieved the highest levels of teacher creativity. This was followed by an in-depth qualitative phase aimed at explaining how the school climate supports the group of teachers within that school. The findings indicate that the ‘relationships’ dimension represents the most influential factor in teachers’ creativity, followed by the ‘teaching and learning’ dimension. By contrast, the dimensions of ‘institutional environment’ and ‘safety’ demonstrated relatively lower effects. The qualitative phase also revealed an emergent dimension, namely ‘school culture,’ as a potentially supportive factor that enhances creative practices. Overall, the study provides a data-driven analytical account of how the dimensions of school climate interact with teachers’ creativity. It offers a structured framework for future research and a practical guide for efforts aimed at fostering creative practices in similar educational contexts.