192 Sodobna pedagogika/Journal of Contemporary Educational Studies Let./Vol. 70 (136)
 Št./No. 4/2019
 Str. /pp. 192–219
ISSN 0038 0474 Jelena Pavičić Vukičević,  
Marko Prpić, and Irena Cajner Mraović
Perceptions of school climate by 
students and teachers in secondary 
schools in Croatia
Abstract: School climate represents a relatively permanent quality of the school environment, which is 
based on a common perception of behaviour in school and is affected by its formal and informal organiza-
tion, participants’ personalities, and the school management. The study involved 451 students and 102 
teachers from secondary schools in the city of Zagreb. The study was performed using a questionnaire 
containing a school climate scale (Niobe Way 2007) and questions about the sociodemographic data of 
the participants. The aim of the study was to determine the differences between students’ and teachers’ 
perceptions of the school climate, and the gender of the participants was considered. The results showed 
that the teachers assessed all four dimensions of school climate more positively than the students. It 
was also found that gender is not a relevant factor in the teachers’ assessments of different aspects of 
the school climate but contributes to more positive assessments by female students compared to their 
male counterparts.
Keywords: school climate, secondary schools, teachers, students, gender 
UDC: 37.062
Scientific paper
Jelena Pavičić Vukičević, PhD., University of Zagreb, Faculty of Kinesiology, Horvaćanski zavoj 15, 
10000 Zagreb, Croatia; e-mail: jpvukicevic@gmail.com 
Marko Prpić, mag educ. croat; mag. educ. soc., Grammar School Borovje, Davora Zbiljskog 7, 
10000 Zagreb, Croatia; e-mail: marko.prpic13@skole.hr  
Irena Cajner Mraović, PhD., associate professor, University of Zagreb, Faculty of Croatian Studies 
Borongajska 83d, 10000 Zagreb, Croatia; e-mail: icajner@gmail.com

 P avičićV ukičević,Prpić,CajnerMraović193
Introduction
The importance of school climate was recognized more than 100 years ago 
(Perry 1908, p. 181), but it was not until the middle of the previous century that 
the concept started to be studied systematically (Cohen et al. 2009, p. 181). School 
climate is referred to in practice using many similar terms: atmosphere, feelings, 
tone, ambiance, or milieu (Homana et al. 2006, p. 2; Tagiuri in Cohen et al. 2009, 
p. 182). Baranović (et al. 2006, p. 487) point out that even though school climate
can differ according to class and school levels, school-level climate is considered to 
be the general term that comprises perceptions of the school working environment. 
Therefore, the school climate is consequently defined as “a relatively permanent 
quality of the school environment and it affects the behaviour in that environment. 
It is based on a common perception of the behaviour in school, and it is affected 
by formal and informal organization, participants’ personalities and school man-
agement” (Baranović et al. 2006, p. 486). It should also be pointed out that the
concept of quality school – school without coercion (Glasser 2005) indicates the need 
to create a positive school climate, in which students experience safety, support, 
fondness, friendship, honesty, and maintains that in such an environment, they 
achieve optimal cognitive results.
The concept of school climate allows for two approaches: On the one hand, it 
i s possi bl e  to appr oach the  school  e n vi r on m e n t as a subje cti ve  phe n om e n on , whi l e ,
on the other , it can be approached as an objective component of school life (Cohen
et al. 2009, p. 182). For instance, Cohen et al. (2009, p. 182) state that school cli-
mate refers to the quality and characteristics of school life. To be more specific, 
it pertains to the experiences of everyday school life, and the foundation of the 
concept itself is represented by norms, goals, values, and interpersonal relation-
ships (Cohen et al. 2009, p. 182; Freiberg 1999, p. 100). A sustainable and positive 
school climate supports the development and education of young people towards a 
productive and satisfactory life that contributes to the betterment of a democratic 
society (Cohen et al. 2009, p. 182; Freiberg 1999, p. 98).
School climate exceeds individual experiences; it represents a totality of phe-
nomena that surpasses the experience of an individual (Cohen et al. 2009, p. 182). 

194 Sodobna pedagogika/Journal of Contemporary Educational Studies  
Pavičić Vukičević, Prpić,
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School experience, as a totality of phenomena, gains its significance through the 
intentional consideration of participants who have previously undergone their own 
experiences but have also taken part in interpersonal experiences with students, 
school staff, and members of participants’s families (Cohen et al. 2009, p. 182; Freiberg 
1999, p. 2). School climate is distinctly shaped by safety, relationships, teaching, 
learning, and the (external) environment (Cohen et al. 2009, p. 182; Freiberg 1999, 
p. 156). Although there is no universally agreed upon set of core domains of school 
climate, Thapa et al. (2013, p. 360) identified five domains in their review of 200 
references: safety (rules and norms, physical safety, and social-emotional safety), 
relationships (respect for diversity , school connectedness/engagement, social support, 
leadership, students’ race/ethnicity, and students perceptions of school climate), 
teaching and learning (social, emotional, ethical, and civic learning; service learning; 
support for academic learning; support for professional relationships; and teachers’ 
and students’ perceptions of school climate), institutional environment (physical 
surroundings, resources, and supplies), and the school improvement process (the 
implementation of evidence-based programmes).
Besides the differences in its conceptualization and dimensions, there are 
multiple ways to evaluate school climate: observations, interviews, focus groups, 
questionnaires, and so on. Evaluations can be conducted on students, teachers, 
managers, employees, family , or multiple agents, covering numerous dimensions in 
diagnosing the climate. This evaluation from multiple perspectives provides insight 
into what is going well and what can be improved in the school, thus contributing 
to planning interventions based on the identified needs and potentialities (Moro
et al. 2019, p. 6). Several tools and assessments have been created to measure school 
climate, but few adequately reflect its multidimensional  nature. Most measures
have focused on specific domains of school climate, such as student engagement, 
using self-report surveys completed by students and/or staff. Student engagement 
often includes measures of social relationships/connectedness that are based on 
the assessment of the existence of meaningful roles for students at school, level of 
public recognition of students’ achievements and constructive behaviour, feelings 
of closeness between staff and students, level of engagement of learners, students’ 
sense that their input is valued, students’ perceptions of academic accomplish-
ment, recognition of success, and sense of value and commitment to academics 
(Catalano et al. 2004, p. 255; Whitlock 2006, p. 17; Zullig and Kooperman 2010, 
p. 141). Other approaches have focused on order, safety , and discipline, identifying 
incidents of violence, perceived safety, respect for peers and authority, knowledge 
and fairness of disciplinary policies, and gang activity (Zullig and Kooperman 2010, 
p. 141). The domain of the physical environment, including the quality and main-
tenance of school facilities, classrooms, buildings, grounds, ambient noise, school 
temperatures, and classroom arrangement, have been measured through the ob-
servational assessments and self-report surveys of students and staff (Zullig and 
Kooperman 2010, p. 141). 
Numerous studies have shown that a positive school climate is related to lower 
student non-attendance rates (Battin-Pearson et al. 2000, p. 579; DeJung and Duck-
worth 1986, p. 68; Purkey and Smith 1983, p. 40; Reid 1982, p. 113; Rumberger 1987, 

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
p. 109; Sommer 1985, p. 419) and represents a good predictor of the incidence and 
types of punitive measures (Cohen et al. 2009, p. 185; Wu et al. 1982, p. 263). A 
positive school climate has been associated with fewer behavioural and emotional 
problems for students, an increase in their achievement levels, and a reduction of 
their maladaptive behaviour (McEvoy and W elker 2000, p. 135). Moreover , research 
suggests that a positive school climate is associated with increased job satisfaction
for school personnel (Aldridge and Fraser 2016, p. 302). A positive school climate 
can provide an enriching environment for the personal growth and academic success 
of both students and teachers (Marshall 2004, p. 2). A safe, caring, participatory ,
inclusive, and responsible school climate also causes a greater fondness for the 
school and offers an optimal foundation for social, emotional, and academic learning 
(Blum et al. 2002, p. 16; Johnson and Stevens 2006, p. 119; Osterman 2000, p. 359). 
Furthermore, DeWitt and Slade (2014, p. 2) state that school climate is based on 
patterns of students’, parents’, and school personnel’s experiences of school life 
and reflects norms, values, and interpersonal relationships; teaching and learning 
practices; and the organizational structure.
School climate represents a pervasive matter, and the creation of a positive 
s chool  cl i m ate  s h ou l d  b e a  y e a r l y  ob j e cti v e  ha t e v e r y s tude n t a n d s ta f f  m e m be r 
strives to achieve on a daily basis (DeWitt and Slade 2014, p. 5). School communities 
have a choice: They can autonomously decide whether to be proactive and create 
the kind of environment they will teach in to stimulate learning, or they can be 
passive and reactionary with regard to certain events (DeWitt and Slade 2014, p. 5).
Despite substantial interest in research and programming aimed at improving 
students’ and teachers’ perceptions of school climate, there has been limited research 
examining the congruence between their perceptions. Social cognitive theory suggests 
that although students and their teachers share a common objective experience,
their differing roles within the school likely lead to their discrepant perceptions 
of the environment (Bandura 2001). Regarding the comparisons of students’ and 
teachers’ school climate assessments, teachers have more positive perceptions 
of all aspects of school climate that are covered by the research conducted by 
Kantorová (2009, p. 187). Studies on the gender differences between students in 
regard to their perceptions of school climate indicate that in a sample of American 
students, boys are more negative in their assessments of school climate than girls 
(Jia et al. 2009, p. 1523; K oth et al. 2008, p. 100; La Salle et al. 2016, p. 62; Mitchell
et al. 2010, p. 275), while a study on a Chinese sample shows no gender differences 
(Jia et al. 2009, p. 1523). Regarding the gender differences between teachers in 
terms of their perceptions of school climate, Gunbayi (2007, p. 74) found that male 
teachers assess school climate more positively than their female colleagues, although 
no statistically significant differences were found.
In this study , we commence with the concept that school climate comprises four 
separate components—(1) nature of relationships between students and teachers; 
(2) nature of relationships among students; (3) extent to which student autonomy 
is allowed in decision-making; and (4) extent to which the school provides clear, 
consistent, and fair rules (Way et al. 2007, p. 195)—because it operationalizes pre-
viously stated views of school climate as a conglomerate of features of everyday 

196 Sodobna pedagogika/Journal of Contemporary Educational Studies  
Pavičić Vukičević, Prpić,
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school life, whose bases are norms, goals, values, and interpersonal relationships. 
Because the four components coincide with the developmental need of adolescents, 
they are exceptionally important for high-school students (Way et al. 2007, p. 195). 
We also take into consideration the fact that these features can be perceived by 
students and teachers in different ways. Therefore, before examining the connec-
tion between school climate and different occurrences and behaviours in school, 
it is essential to realize the extent to which school climate represents the shared 
experiences of students and teachers. 
Aim of the study
The aim of this study is to examine students’ and teachers’ perceptions of 
the secondary-school climate in Croatia’s capital, the city of Zagreb. The following 
exploratory questions were set:
 – Are there differences between students’ and teachers’ perceptions of school 
climate in Zagreb, and if there are, what and how extensive are they?
 – What sorts of differences, if any , are there in the perceptions of school climate 
by students at secondary schools in Zagreb, based on their gender, and how 
extensive are these differences? 
 – What sorts of differences, if any , are there in the perceptions of school climate 
by teachers at secondary schools in Zagreb, based on their gender, and how 
extensive are these differences?
Based on these exploratory questions, the following hypotheses were set: 
 – Hypothesis 1: Students’ assessments of school climate at secondary schools in 
Zagreb will be more negative than teachers’.
 – Hypothesis 2: Male students’ assessments of school climate at secondary schools 
in Zagreb will be more negative than female students’.
 – Hypothesis 3: Female teachers’ assessments of school climate at secondary 
schools in Zagreb will be more negative than male teachers’.
Method 
Research method 
A survey was conducted on students and teachers at high schools in Zagreb 
(Croatia) to examine their perceptions of school climate, and quantitative analysis 
was carried out on the data that were gathered. The results were obtained via 
two forms of the same questionnaire—one intended for students and the other 
for teachers. 

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
Sample
The study was performed on a non-random (convenient) sample of 451 final-year 
students at secondary schools during the first term of the 2017–2018 school year . The 
study involved 88 students from Gymnasium II, 86 from Gymnasium III, 56 from 
Jelkovec High School, 99 from the Electrical Engineering Crafts School, and 122 
from the Industrial Engineering School. Of the students who stated their genders, 
252 (59%) were male and 175 (41%) female. Permission to conduct the study was 
granted by the City Office for Education of the City of Zagreb. In addition, consent 
was granted by the headteachers of the aforementioned schools. The teacher sample 
comprised 102 participants teaching final-year classes at the schools participating 
i n  the  study . M or e  spe ci f i cal l y , the  sam pl e  com pr i se d 3 0 te ache r s f r om  G ym n asi um
II, 12 from Gymnasium III, 9 from Jelkovec High School, 33 from the Electrical 
Engineering Crafts School, and 18 from the Industrial Engineering School. Four 
teachers did not state their genders, and of the remainder, 32 (32.7%) were male 
and 66 (67.3%) female.
Data-gathering methods and instruments
The data were received via the anonymous and voluntary surveys of students 
in concordance with the rules of the Code of Ethical Research on Children. The 
participants were all randomly selected final-year students who were present in 
class upon the arrival of the survey conductors. The survey was conducted by two 
sociology students from the University of Zagreb who were specially qualified for 
the task. They had previously received long-distance training and acquired the 
requisite certification to conduct studies on human participants, which was issued 
by the National Institutes of Health Office of Extramural Research in the United 
States of America. The remaining data were obtained via anonymous and voluntary 
surveys of teachers of final-year classes. A member of the professional service at 
each school conducted the teacher surveys at teacher council meetings. 
The data were taken from a questionnaire containing 17 scales, among which 
was a relevant set of school climate indicators, as well as the sociodemographic 
characteristics of the participants. The school climate scale was examined using 23 
items grouped into four subscales pertaining to four dimensions of school climate: 
(1) nature of the relationships between teachers and students, (2) nature of the 
relationships among students, (3) student autonomy in regard to decision-making, 
and (4) the provision of clear, consistent, and fair school rules. The scale that was 
utilized was based on the model of the school climate scale developed by Niobe Way . 
W rittenconsenttousethescalewasgrantedbytheauthorinMay2017.
The subscale “nature of relationships between teachers and students” com-
prised three items pertaining to the students’ perceptions of the support they 
received from the teachers at school. An example of an item is “At this school, 
teachers care about their students.” The reliability of the scale was α = 0.675 for the 

198 Sodobna pedagogika/Journal of Contemporary Educational Studies  
Pavičić Vukičević, Prpić,
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sample of students and α = 0.714 for the sample of teachers. The subscale “nature 
of relationships among students” used seven items to measure the perceptions of 
the relationships among peers. An example of an item is “At this school, students 
show mutual respect.” The reliability was α = 0.817 for the students’ sample and 
α = 0.788 for the teachers’ sample. The subscale “extent of student autonomy in 
decision-making” used three items to measure the students’ level of autonomy in 
decision-making at the school. An example of an item is “At this school, students 
have the opportunity to participate in establishing rules.” The reliability was 
α = 0.823 for the students’ sample and α = 0.775 for the teachers’ sample. The 
subscale “Extent of provision of clear, consistent, and fair rules by the school” 
used 10 items to measure perceptions of the listed characteristics of the school 
rules. An example of an item is “The rules of this school are fair.” The reliability 
was α = 0.866 for the students’ sample and α = 0.888 for the teachers’ sample. 
The reliability of the entire school climate scale was measured using the Cronbach 
alpha coefficient, which was α = 0.897 for the students’ sample and α = 0.912 for 
the teachers’. For all items pertaining to school climate, the answers were supplied 
based on a six-point Likert scale (ranging from 1 – strongly agree to 6 – strongly 
disagree). Additionally, regarding the sociodemographic characteristics, the data 
were collected on the students’ genders and the schools they attended, which were 
also where the teachers worked.
Data analysis 
For data processing, the descriptive analytical methods used included relative 
frequencies for each category and means of each variable. In addition, a non-para-
metric procedure (Mann- Whitney U test) was used to determine the differences
between students’ and teachers’ assessments of school climate and, more specifically , 
the gender differences between students and teachers in regard to the assessments. 
The Mann- Whitney U test was used because the assumptions for the t-test were
not met. More specifically , there was a discrepancy in the assumption  regarding the 
normality of distributions and the homogeneity of the variances for the individual 
variables, and the sample of participants in the two groups were not the same ap-
proximate size. The analyses were performed using the SPSS (Statistical Package 
for the Social Sciences) software package. 
Results 
Descriptive analysis
We will begin the description of the comparative analysis results with the 
presentation of the descriptive analysis results.

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
Strongly 
agree
Mostly 
agree
Agree Disagree
Mostly 
disagree
Strongly 
disagree
Total
Mean 
(M)
Standard 
deviation 
(SD)
At this school, 
teachers are 
respected by 
students.
students 15.6% 33.1% 25.8% 13.3% 6.4% 5.8% 100% 2.79 1.35
teachers 4.9% 51.0% 30.4% 8.8% 4.9% - 100% 2.58 0.91
At this school, 
teachers care about 
their students. 
students 11.4% 26.5% 33.4% 13.8% 6.2% 8.7% 100% 3.03 1.36
teachers 28.4% 36.3% 33.3% 2.0% - - 100% 2.09 0.83
At this school, 
teachers contribute 
to students’ high self-
esteem. 
students 7.8% 16.9% 32.5% 20.9% 9.6% 12.2% 100% 3.43 1.41
teachers 17.8% 38.6% 35.6% 4.0% 4.0% - 100% 2.38 0.96
Table 1: Nature of the relationships between teachers and students – Assessments by students and 
teachers
As seen in Table 1, 74.5% of the students and 86.3% of the teachers agree for 
the most part with the statement that students respect teachers. However, in the 
other two items within this dimension of school climate, which explains the nature 
of the relationships between students and teachers, there are some divergences 
in students’ and teachers’ assessments. Only 2% of the teachers disagree with 
the statement that the teachers at their schools care about the students, whereas 
there are in total more than a quarter (28.7%) of those among the students. If we 
examine the means of students’ and teachers’ answers to the question regarding 
teachers caring about students, we see that the students are closer to disagreeing 
with the statement (M = 3.03; SD = 1.36) than the teachers (M = 2.09, SD = 0.83). 
The distinction between the means in the teachers’ and students’ answers is also 
perceived for the statement that teachers contribute to students’ high self-esteem. 
More specifically , in their assessments, the students nearly enter the area of dis-
agreement with the  state ment (M = 3.43, SD = 1.41), whereas the  teachers mostly
agree (M = 2.38, SD = 0.96). However , the teachers are more self -critical than in the 
previous case, as 3.9% of them do not agree with the statement, and approximately 
the same number mostly disagree with the statement, which is stronger disagree-
ment not shown for the previous statement. However, the following discrepancy is 
disturbing: Nearly half of the students (42.7%) and only 8% of the teachers opine 
that the teachers at their schools do not contribute to the students’ high self-esteem. 
It is especially disturbing that as many as 12.2% of the students strongly disagree 
with the statement, while none of the teachers have such a poor assessment of the 
teachers’ contributions to the students’ high self-esteem.

200 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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Strongly 
agree
Mostly 
agree
Agree Disagree
Mostly 
disagree
Strongly 
disagree
Total
Mean 
(M)
Standard 
deviation 
(SD)
At this school, 
students show 
mutual respect.
students 10.7% 33.6% 30.0% 13.8% 5.6% 6.4% 100% 2.89 1.30
teachers 1.0% 49.0% 38.2% 9.8% 2.0% - 100% 2.63 0.76
At this school, 
students help each 
other.
students 15.5% 30.2% 33.0% 10.6% 5.8% 4.9% 100% 2.76 1.28
teachers 2.9% 44.1% 46.1% 5.9% - 1.0% 100% 2.59 0.74
The students at 
this school really 
make an effort 
to get the best 
possible grades.
students 16.2% 21.5% 25.5% 19.3% 8.6% 8.9% 100% 3.09 1.48
teachers 12.7% 27.5% 21.6% 26.5% 8.8% 2.9% 100% 3.00 1.30
Students at this 
school invest a lot 
of energy in what 
they do. 
students 14.0% 18.0% 22.7% 24.5% 11.6% 9.1% 100% 3.29 1.48
teachers 1.0% 28.4% 28.4% 29.4% 8.8% 3.9% 100% 3.28 1.12
Students at this 
school are caring 
individuals.
students 7.3% 20.2% 33.0% 17.5% 10.2% 11.8% 100% 3.39 1.41
teachers - 35.0% 44.0% 16.0% 4.0% 1.0% 100% 2.29 0.87
Students at 
this school have 
difficulties getting 
along with each 
other.
students 5.1% 7.8% 16.5% 34.6% 25.0% 10.9% 100% 3.99 1.28
teachers - 7.9% 15.8% 39.6% 23.8% 12.9% 100% 4.18 1.10
At this school, 
students trust each 
other.
students 6.7% 23.8% 32.7% 18.7% 9.1% 8.9% 100% 3.27 1.34
teachers 2.0% 29.3% 56.6% 7.1% 4.0% 1.0% 100% 2.85 0.83
Table 2: Nature of relationships among students – Assessments by students and teachers
As seen in Table 2, there is congruence between students’ and teachers’ as-
sessments of the majority of the items describing the second school climate dimen-
sion in this study: the nature of the relationship among students. The congruence 
between the students (M = 2.89, SD = 1.30) and teachers (M = 2.63, SD = 0.76)
regarding mutual respect among students is evident. The means of the assessment of 
students helping each other are also near equal for students (M = 2.76, SD = 1.28)
and teachers (M = 2.59, SD = 0.74), while the assessments of students (M = 3.09,
SD = 1.48) and teachers (M = 3.00, SD = 1.30) regarding the students’ efforts to get 
the highest possible grades are nearly identical. In addition, regarding the amount 
of energy they invest in what they do, the assessments of the students (M = 3.29,
SD = 1.48) and teachers (M = 3.28, SD = 1.12) also almost match. However , in
regard to the question of whether the students are caring, the congruence between 
their assessments and those of the teachers vanishes. Even though the students 
(60.5%) and teachers (79%) mostly agree with the statement that the students at 
their schools are caring, the means reveal a significant difference in their assess-

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
ments; it is also noteworthy that there was higher agreement among the teachers 
(M = 2.29, SD = 0.87) than the students (M = 3.39, SD = 1.41). The incongruity
in the assessm ents of the students (M = 3.27, SD = 1.34) and teachers (M = 2.85,
SD = 0.83) is also noticeable regarding the statement that students at the school in 
question trust each other . It is interesting that the teachers perceive a significantly 
more favourable situation than the students. However, one should not be deceived 
by the relative frequencies, which indicate that the students (36.7%) and teachers 
(12.1%) who disagree with the idea that students and teachers trust each other 
represent a minority. 
Strongly 
agree
Mostly 
agree
Agree Disagree
Mostly 
disagree
Strongly 
disagree
Total
Mean 
(M)
Standard 
deviation 
(SD)
At this school, 
students have the 
opportunity to 
suggest the activities 
in class. 
students 8.2% 12.5% 31.4% 20.3% 14.3% 13.4% 100% 3.60 1.44
teachers 4.0% 25.7% 42.6% 21.8% 5.9% - 100% 3.00 0.94
At this school, 
students have 
the opportunity 
to participate in 
establishing rules. 
students 2.2% 4.9% 15.9% 30.9% 15.9% 30.2% 100% 4.44 1.32
teachers 2.0% 25.7% 41.6% 18.8% 10.9% 1.0% 100% 3.14 1.02
Students at this 
school are given 
the opportunity to 
participate in making 
decisions. 
students 2.7% 13.6% 22.4% 23.3% 16.6% 21.5% 100% 4.02 1.43
teachers 1.0% 25.7% 49.5% 14.9% 7.9% 1.0% 100% 3.06 0.93
Table 3: Extent of student autonomy regarding decision-making – Assessments by students and teachers
In Table 3, which provides data on students’ autonomy, more significant dif-
ferences in the assessments of teachers and students are immediately evident. Half 
of the students (52.1%) and nearly three quarters of the teachers (72.3%) agree 
with the statement that students at the school have the opportunity to suggest 
activities in class. When the students were asked to assess the level to which they 
can participate in establishing rules, the data analysis revealed that they mostly 
disagree with the statement (77%), while more than two thirds (69.3%) of the 
surveyed teachers agree that the students have the opportunity to take part in 
establishing the rules. In the students’ assessment, they have not been given the 
opportunity to participate in decision-making (M = 4.02, SD = 1.43); however , in
the teachers’ assessment, the students have been given the opportunity to take 
partinmakingdecisions(M=3.06,SD=0.93).

202 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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Strongly 
agree
Mostly 
agree
Agree Disagree
Mostly 
disagree
Strongly 
disagree
Total
Mean 
(M)
Standard 
deviation 
(SD)
The rules of this 
school are fair.
students 12.5% 29.5% 30.2% 14.3% 5.0% 8.6% 100% 2.96 1.38
teachers 25.5% 25.5% 43.6% 1.1% 2.1% 2.1% 100% 2.35 1.08
Sanctions for 
breaking the school 
rules at this school 
are equal no matter 
who you are.
students 19.9% 17.9% 29.3% 12.3% 6.9% 13.6% 100% 3.09 1.61
teachers 18.6% 23.5% 40.2% 10.8% 2.9% 3.9% 100% 2.68 1.21
Everybody knows 
what the rules of this 
school are.
students 13.9% 18.1% 33.3% 18.3% 8.1% 8.3% 100% 3.13 1.41
teachers 17.0% 38.0% 40.0% 2.0% 3.0% - 100% 2.36 0.89
Teachers at this 
school explain to 
their students what 
is expected of them.
students 15.6% 30.7% 36.3% 9.6% 3.6% 4.2% 100% 2.67 1.20
teachers 19.6% 39.2% 40.2% 1.0% - - 100% 2.23 0.77
At this school, the 
procedures related 
to the application of 
rules are clear. 
students 11.3% 25.5% 42.6% 12.6% 3.4% 4.7% 100% 2.86 1.72
teachers 20.6% 36.3% 34.3% 5.9% 2.0% 1.0% 100% 2.35 1.00
Everybody clearly 
understands which 
behaviour will be 
rewarded at this 
school.
students 20.0% 20.9% 31.7% 15.4% 5.4% 6.6% 100% 2.85 1.40
teachers 19.6% 33.3% 40.2% 4.9% 1.0% 1.0% 100% 2.37 0.95
At this school, 
people are rewarded 
equally for equal 
achievements.
students 11.6% 18.6% 24.3% 21.6% 9.5% 14.3% 100% 3.42 1.54
teachers 8.9% 28.7% 39.6% 13.9% 4.0% 5.0% 100% 2.90 1.18
At this school, one 
knows what is done 
and when. 
students 8.2% 19.0% 39.1% 19.5% 6.2% 8.0% 100% 3.20 1.28
teachers 8.1% 37.4% 43.4% 6.1% 5.1% - 100% 2.63 0.91
At this school, 
students and teachers 
are informed on how 
to earn rewards.
students 10.2% 22.8% 35.9% 15.3% 8.4% 7.4% 100% 3.11 1.34
teachers 5.1% 29.6% 48.0% 10.2% 6.1% 1.0% 100% 2.86 0.96
Procedures related 
to the application of 
rules are frequently 
ignored at this 
school.
students 7.2% 14.9% 25.0% 30.2% 13.7% 9.0% 100% 3.55 1.34
teachers 2.0% 10.2% 13.3% 36.7% 22.4% 15.3% 100% 4.13 1.25
Table 4: Extent of provision of clear, consistent, and fair rules by the school – Assessments by students 
and teachers

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
Regarding the results presented in Table 4, there is a clear difference in the 
teachers’ and students’ assessments of whether everyone in school knows what the 
school rules are. The mean of the assessment of this variable for surveyed students 
is adjacent to disagreement (M = 3.13, SD = 1.41), while the mean for the sur-
veyed teachers for the assessment of the same variable indicates strong agreement 
(M = 2.36, SD = 0.89). Furthermore, there is a difference between the students and 
the teachers regarding their assessments of whether people are rewarded equally for 
equal achievements: The assessments of the students are adjacent to disagreement 
(M = 3.42, SD = 1.54), while the assessments of the teachers indicate agreement
(M = 2.90, SD = 1.18). Although neither the students nor the teachers agree with
the statement that the procedures related to the application of rules are frequently 
ignored in schools, the teachers more firmly disagree (M = 4.13, SD = 1.25), while
the disagreement of the surveyed students is significantly weaker and almost ad-
jacenttoagreement(M=3.55,SD=1.34).
Testing the differences between students and teachers regarding school climate 
assessment 
In the following section, we look in more detail at the previously indicated 
differences between students and teachers in regard to perceived school climate, 
focusing on statistical significance. The Mann- Whitney U test was used to determine 
whether statistically significant differences exist between teachers’ and students’ 
assessments of different aspects of school climate. For the same reason this method 
was used to answer the last exploratory question to determine whether statist-
ically significant differences exist between male (N = 252) and female students 
(N = 175)—that is, male (N = 32) and female teachers (N = 58). 
Students/
teachers N
Average 
rank
Sum of 
ranks
Mann-Whitney 
U test
Nature of relationships between teachers and students
Students respect teachers. students 450 279.48 125,766.50
teachers 102 263.35 26,861.50
total 552 21,608.500
Teachers care about their students. students 449 296.13 132,963.00
teachers 102 187.38 19,113.00
total 551 13,860.000**
Teachers contribute to students’ high self-esteem. students 449 298.18 133,882.00
teachers 101 174.68 17,643.00
total 550 12,492.000**

204 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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Nature of relationships among students
Students show mutual respect. students 450 280.70 126,315.50
teachers 102 257.97 26,312.50
total 552 21,059.500
Students help each other. students 451 278.75 125,715.50
teachers 102 269.27 27,465.50
total 553 22,212.500
The students make an effort to get the best possible 
grades.
students 451 277.96 125,360.50
teachers 102 272.75 27,820.50
total 553 22,567.500
Students invest a lot of energy. students 449 276.06 123,953.00
teachers 102 275.72 28,123.00
total 551 22,870.000
Students are caring individuals. students 440 279.73 123,080.50
teachers 100 229.90 22,989.50
total 540 17,939.500**
Students have difficulties getting along with each other. students 448 272.01 121,862.50
teachers 101 288.24 29,112.50
total 549 21,286.500
Students trust each other. students 449 282.79 126,971.50
teachers 99 236.91 23,454.50
total 548 18,504.500**
Extent of student autonomy in decision-making
Students have the opportunity to suggest activities in 
class.
students 449 287.95 129,288.50
teachers 101 220.16 22,236.50
total 550 17,085.500**
Students have the opportunity to participate in 
establishing rules.
students 447 302.45 135,195.00
teachers 101 150.80 15,231.00
total 548 10,080.000**
Students are given the opportunity to participate in 
making decisions.
students 447 294.69 131,728.00
teachers 101 185.13 18,698.00
total 548 13,547.000**
Extent of provision of clear, consistent, and fair rules by the school
The rules are fair. students 441 279.11 123,086.00
teachers 94 215.89 20,294.00
total 535 15,829.000**

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
Sanctions for breaking the school rules are equal for 
everyone.
students 447 281.40 125,786.00
teachers 102 246.95 25,189.00
total 549 19,936.000*
Everybody knows what the rules of this school are. students 447 290.52 129,864.00
teachers 100 200.14 20,014.00
total 547 14,964.000**
Teachers explain to their students what is expected of 
them.
students 449 285.75 128,301.00
teachers 102 233.09 23,775.00
total 551 18,522.000**
Procedures related to the application of rules are clear. students 444 286.16 127,055.50
teachers 102 218.39 22,275.50
total 546 17,022.500**
Everybody clearly understands which behaviour will be 
rewarded.
students 441 281.54 124,160.50
teachers 102 230.74 23,535.50
total 543 18,282.500**
People are rewarded equally for equal achievements. students 440 280.93 123,611.00
teachers 101 227.72 23,000.00
total 541 17,849.000**
At the school, one knows what is done and when. students 437 281.98 123,223.50
teachers 99 209.02 20,692.50
total 536 15,742.500**
People are informed on how to earn rewards. students 443 275.65 122,114.00
teachers 98 249.97 24,497.00
total 541
19,646.000
Procedures related to the application of rules are 
frequently ignored.
students 444 283.74 125,980.50
teachers 98 216.05 21,172.50
total 542 16,321.500**
Table 5: Testing the differences between teachers and students regarding the assessment of items that 
measure school climate 
NOTE: p < 0.01**; p < 0.05*
The Table 5 data indicate that the teachers have a more positive attitude 
than students towards each dimension of school climate: the relationships between 
teachers and students, relationships among students, extent of student autonomy 
allowed, and established school rules.
Regarding the relationships between teachers and students, the table illustrates 
that teachers believe to a greater extent than students that teachers care about 
their students and contribute to their higher self-esteem. When it comes to the re-

206 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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lationships among students, teachers believe to a greater extent than students that 
students are caring and that they exhibit mutual trust. In addition, teachers believe 
to a greater extent than students that the latter have the opportunity to propose 
activities in class and participate in rule- and decision-making. The teachers consider 
the rules to be fair and clear to a greater extent than the students. The teachers 
also opine to a greater extent than the students that the procedures related to the 
application of rules are clear , that the sanctions for breaking the rules and rewards 
for achievements are equal for all, that everyone is clear on which behaviours will 
be rewarded, and that everyone is informed on how to earn rewards. However, the 
students believe to a greater extent than the teachers that the procedures related 
to the application of rules are frequently ignored.
Testing the differences in school climate perception regarding gender 
Taking into consideration the possibility of differences in perception re-
garding the genders of participants (Chen and Astor 2009, p. 569; Garrett 2012, 
p. 24; Gunbayi 2007, p. 74; Jia et al. 2009, p. 1523; Koth et al. 2008, p. 100; La 
Salle et al. 2016, p. 62; McMahon et al. 2014, p. 755; Mitchell et al. 2010, p. 275;
Ozdemir 2012; Steffgen 2007, p. 88), in the following part of the analysis, we test 
the differences between the male and female participants’ assessments of the items 
used to measure school climate.
Male/
female N
Average 
rank
Sum of 
ranks
Mann-Whitney 
U test
Nature of relationships between teachers and students
Students respect teachers. male 251 231.52 58,110.50
female 175 187.66 32,840.50
total 426 17,440.500**
Teachers care about their students. male 251 221.98 55,717.00
female 174 200.05 34,808.00
total 425 19,583.000
Teachers contribute to students’ high self-esteem. male 251 210.72 52,890.00
female 175 217.49 38,061.00
total 426 21,264.000
Nature of relationships among students
Students show mutual respect. male 252 229.93 57,942.50
female 174 189.70 33,008.50
total 426 17,783.500**
Students help each other. male 252 230.84 58,172.50
female 175 189.75 33,205.50
total 427 17,805.500**

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
The students make an effort to get the best 
possible grades.
male 252 240.94 60,717.50
female 175 175.20 30,660.50
total 427 15,260.500**
Students invest a lot of energy. male 252 242.50 61,110.50
female 174 171.50 29,840.50
total 426 14,615.500**
Students are caring individuals. male 248 236.79 58,724.00
female 172 172.59 29,686.00
total 420 14,808.000**
Students have difficulties getting along with each 
other.
male 251 201.19 50,498.00
female 174 230.04 40,027.00
total 423 18,872.000*
Students trust each other. male 251 223.83 56,180.50
female 174 197.38 34,344.50
total 425 19,119.500*
Extent of student autonomy in decision-making
Students have the opportunity to suggest activities 
in class.
male 251 212.95 53,449.50
female 175 214.29 37,501.50
total 426 21,823.500
Students have the opportunity to participate in 
establishing rules.
male 250 207.73 51,933.00
female 173 218.17 37,743.00
total 423 20,558.000
Students are given the opportunity to participate 
in making decisions.
male 249 214.39 53,384.00
female 174 208.57 36,292.00
total 423 21,067.000
Extent of provision of clear, consistent, and fair rules by the school
The rules are fair. male 248 217.20 53,865.00
female 171 199.56 34,125.00
total 419 19,419.000
Sanctions for breaking the school rules are equal 
for everyone.
male 251 211.36 53,052.00
female 173 214.15 37,048.00
total 424 21,426.000
Everybody knows what the rules of this school are. male 251 224.54 56,360.50
female 172 193.69 33,315.50
total 423 18,437.500**
Teachers explain to their students what is 
expected of them.
male 250 216.48 54,120.50
female 175 208.03 36,404.50
total 425 21,004.500

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Procedures related to the application of rules are 
clear.
male 246 220.17 54,161.00
female 175 198.11 34,670.00
total 421 19,270.000
Everybody clearly understands which behaviour 
will be rewarded.
male 246 211.26 51,970.00
female 172 206.98 35,601.00
total 418 20,723.000
People are rewarded equally for equal 
achievements.
male 244 208.21 50,803.00
female 174 211.31 36,768.00
total 418 20,913.000
At the school, one knows what is done and when. male 244 217.03 52,954.50
female 173 197.68 34,198.50
total 417 19,147.500
People are informed on how to earn rewards. male 246 220.96 54,356.00
female 173 194.42 33,634.00
total 419 18,583.000*
Procedures related to the application of rules are 
frequently ignored.
male 247 231.14 57,091.50
female 174 182.41 31,739.50
total 421 16,514.500**
Table 6: Testing the differences between male and female students’ perceptions of items measuring 
school climate 
NOTE: p < 0.01**; p < 0.05*
Regarding the relationships between teachers and students, the female students 
believe to a greater extent than the male students that students respect teachers. 
The male and female students exhibit a significant statistical difference in their 
assessments of each item measuring the relationships among students. The female 
students believe to a greater extent that the students respect, help, and trust each 
other; that they are caring; that they strive to obtain the best grades; and that 
they invest a great deal of energy in what they do. In comparison with the female 
students’ more positive assessments of the relationships among students, the male 
students believe that students have difficulties getting along. However, there are 
no gender differences in the assessment of the extent of students’ decision-making 
autonomy . Regarding the assessment of school rules, the female students consider to 
a greater extent than the male students that everybody knows the school rules and 
is informed on how to earn rewards, while the male students consider to a greater 
extent than the female students that the procedures related to the application of 
rules are frequently ignored. Compared to the male students, the female students 
also have a more positive image regarding the relationships between teachers and 
students, the relationships among students, and established school rules. 

      209
 
Perceptions of school climate by students and teachers in secondary schools in Croatia 
Male/
female N
Average 
rank
Sum of 
ranks
Mann-Whitney 
U test
Nature of relationships between teachers and students
Students respect teachers. male 32 44.41 1,421.00
female 58 46.10 2,674.00
total 90 893.000
Teachers care about their students. male 32 45.66 1,461.00
female 58 45.41 2,634.00
total 90 923.000
Teachers contribute to students’ high self-esteem. male 32 45.80 1,465.50
female 57 44.55 2,539.50
total 89 886.500
Nature of relationships among students
Students show mutual respect. male 32 44.81 1,434.00
female 58 45.88 2,661.00
total 90 906.000
Students help each other. male 32 41.56 1,330.00
female 58 47.67 2,765.00
total 90 802.000
The students make an effort to get the best 
possible grades.
male 32 52.63 1,684.00
female 58 41.57 2,411.00
total 90 700.000*
Students invest a lot of energy. male 32 48.61 1,555.50
female 58 43.78 2,539.50
total 90 828.500
Students are caring individuals. male 32 41.48 1,327.50
female 56 46.22 2,588.50
total 88 799.500
Students have difficulties getting along with each 
other.
male 32 50.33 1,610.50
female 57 42.01 2,394.50
total 89 741.500
Students trust each other. male 31 41.55 1,288.00
female 56 45.36 2,540.00
total 87 729.000
Extent of student autonomy in decision-making
Students have the opportunity to suggest activities 
in class.
male 32 42.11 1,347.50
female 57 46.62 2,657.50
total 89 819.500

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Students have the opportunity to participate in 
establishing rules.
male 32 38.00 1,216.00
female 57 48.93 2,789.00
total 89 688.000*
Students are given the opportunity to participate 
in making decisions.
male 32 37.70 1,206.50
female 57 49.10 2,798.50
total 89 678.500*
Extent of provision of clear, consistent, and fair rules by the school
The rules are fair. male 31 42.23 1,309.00
female 52 41.87 2,177.00
total 83 799.000
Sanctions for breaking the school rules are equal 
for everyone.
male 32 37.38 1,196.00
female 58 49.98 2,899.00
total 90 668.000*
Everybody knows what the rules of this school are. male 32 44.11 1,411.50
female 56 44.72 2,504.50
total 88 883.500
Teachers explain to their students what is 
expected of them.
male 32 51.14 1,636.50
female 58 42.39 2,458.50
total 90 747.500
Procedures related to the application of rules are 
clear.
male 32 47.28 1,513.00
female 58 44.52 2,582.00
total 90 871.000
Everybody clearly understands which behaviour 
will be rewarded.
male 32 46.36 1,483.50
female 58 45.03 2,611.50
total 90 900.500
People are rewarded equally for equal 
achievements.
male 32 41.14 1,316.50
female 57 47.17 2,688.50
total 89 788.500
At the school, one knows what is done and when. male 32 44.06 1,410.00
female 56 44.75 2,506.00
total 88 882.500
People are informed on how to earn rewards. male 32 43.11 1,379.50
female 55 44.52 2,448.50
total 87 851.500
Procedures related to the application of rules are 
frequently ignored.
male 32 41.67 1,333.50
female 54 44.58 2,407.50
total 86 805.500
Table 7: Testing the differences between male and female teachers’ assessments of items measuring 
school climate 
NOTE: p < 0.01**; p < 0.05*

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
Regarding the relationships between teachers and students, male and female 
teachers exhibit no statistically significant differences in their assessments. With 
regard to the relationships among students, the female teachers believe to a greater 
extent than the male teachers that the students strive to obtain the best grades. 
However, they exhibit no statistically significant differences in other items per-
taining to the relationships among students. The male teachers believe to a greater 
extent than the female teachers that students have the opportunity to participate 
in rule- and decision-making. As in the assessment of the relationships among stu-
dents, gender differences were found for a single item. To be more precise, the male 
teachers believe to a greater extent than the female teachers that the sanctions for 
breaking rules are equal for everyone. It is apparent that for the most part, gender 
is not a relevant factor in teachers’ perceptions of different aspects of school climate. 
Discussion
The aforementioned study results indicate an affirmative answer for the 
first exploratory question: It can be concluded that there are differences between 
secondary-school students and teachers in Zagreb regarding their school climate 
perceptions for all four observed dimensions in concordance with the theoretical 
concept that was chosen as our baseline: (1) the nature of the relationships between 
teachers and students; (2) the nature of the relationships among students; (3) stu-
dents’ decision-making autonomy , and (4) the provision of clear , consistent, and fair 
school rules (Way et al. 2007, p. 195). In concordance with Kantorová (2009, p. 187), 
the teachers have a more positive attitude than the students towards all aspects of 
school climate: relationships between teachers and students, relationships among 
students, extent of student autonomy, and established school rules.
The answer to the second exploratory question is partially affirmative, because 
the results show gender-based differences in the students’ perceptions of school 
climate. Compared to the male students, the female ones have a more positive 
image of the relationships between teachers and students, the relationships among 
students, and the established school rules. Such results are in congruence with 
those of previous studies (Jia et al. 2009, p. 1523; Koth et al. 2008, p. 100; La Salle 
et al. 2016, p. 62; Mitchell et al. 2010, p. 275). It can be assumed that the differ-
ences are in large part a result of the processes of maturation and socialization of 
girls and boys: It is easier for girls to adjust to any envi ronments in comparison
to their male peers (McMahon et al. 2014, p. 762). However , these issues should
be addressed in schools’ everyday educational activities: Additional efforts need 
to be made to ensure that male students feel more comfortable in school, thereby 
rendering them more able to achieve better academic results.
The answer to the third exploratory question is negative, as the results show 
no diffe rences between the male and female teachers’ assessments of the majority
of school climate aspects. Taking into consideration the primarily congruent as-
sessments by the male and female teachers, it can be assumed that for the most 
part, the teachers have similar experiences of working in schools, which influence 

212 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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their perceptions of school climate regardless of their gender . These findings are in 
concordance with the research conducted on a sample of Turkish teachers, among 
whom no statistically significant differences were found between male and female 
teachers regarding their perceptions of school climate (Gunbayi 2007, p. 74). In 
contrast, the existence of gender differences for students implies that there might 
be developmental factors at work.
The nature of the relationships between students and teachers is a key motiv-
ational factor in learning and teaching processes (Cohen and Michelli 2006, p. 185;
DeWitt and Slade 2014, p. 21; Garrett 2012, p. 28). It is, therefore, important to 
perceive the congruence in the students’ and teachers’ assessments of one of three 
items used in this paper to describe this first dimension of school climate. Our par-
ticipants agree that they respect teachers, which represents a solid foundation for 
quality cooperation between students and teachers. However , it should be approached 
with a certain level of caution, because such students’ attitudes might reflect their 
efforts to present the student population in the best possible light. Consequently, 
the teachers’ assessments might reflect a more accurate but also incomplete image 
of the actual situation regarding students’ respect for teachers, as teachers spend 
only a limited number of school periods with their students weekly, during which 
the latter are able to show their respect. Teachers can also assess the respect that 
students show towards each other, whereas it is difficult for them to do the same 
for their female and male colleagues.
This study has shown that students and teachers disagree both in their as-
sessments of teachers’ care about students and in their perceptions of teachers’ 
contribution to students’ high self-esteem. It is disturbing that students fail to 
perceive the care and contribution of their teachers, regardless of the extent of 
objectivity of these perceptions and what they are dictated by . Even if they are 
subjective perceptions, they are important, because they affect the students’ trust
in teachers (Espelage et al. 2013, p. 84) and their motivation for learning (Cohen 
and Mi che lli  2006, p. 185; Espelage  et al. 2013, p. 80; Garrett 2012, p. 24). The  pos-
sibility should be allowed that the teachers are overexerted by the comprehensive 
curricula for their subjects and, thus, have insufficient time space to attend to 
their students as individuals. Conversely , we have to be aware that students often 
perceive the instructions and criticisms of teachers as negative; they are considered 
to be malevolent, especially during students’ adolescence, when they experience a 
certain resistance towards authorities (Blum et al. 2002, p. 7; Espelage et al. 2013, 
p.82;Lokmićetal.2013,p.3;W ayetal.2007,p.195).
However , rega rdless of the objectivity of the state and how conditioned by ob-
jective circumstances it is, we cannot accept it as a necessity; it is, however , essential 
to seek to rectify these problems in the future. During their education, teachers 
learn how to treat students attentively and how to ensure that students extract the 
positives from criticism (via the so-called formative evaluation) (Anderson 2013, 
p. 4). However , it is necessary to provide the teachers with the opportunity to apply 
this knowledge and skills. 
It is noteworthy that according to the results of this study, the students’ 
and teachers’ assessments are mostly congruent in regard to the nature of the 

      213
 
Perceptions of school climate by students and teachers in secondary schools in Croatia 
relationships among students. However, attention should be paid to the fact that 
the teachers consider the students as caring and that they trust each other to a 
greater extent than the students do. It is possible that the teachers base their 
assessments on their limited experiences with the students because they have few 
opportunities to perceive mutual student relationships, while the students spend 
more time together and have ample opportunity to see each other in numerous 
different situations and periods at school. It can, therefore, be assumed that the 
assessments of the teachers in this case are limited not only by the significantly 
shorter period spent with the students but also by the fact that the students 
probably act differently towards each other in the presence of teachers. Taking 
into consideration adolescents’ increased need for belonging (Blum et al. 2002, 
p. 5; Espelageet al. 2013,p. 6; Lokmić et al. 2013,p. 4; W ay et al. 2007,p. 2), it is
necessary to explore in greater detail the fact that over one third of the students 
perceive an absence of mutual trust among students.
The current Croatian educational system does not foresee students having 
greater decision-making autonomy , and the teachers’ assessments of the statement 
regarding students’ opportunities to suggest activities in class are in concordance 
with this. While the teachers mostly express weak agreement with the statement 
that students have the opportunity to suggest activities in class, the students’ assess-
ments enter the area of disagreement with regard to this statement. Both teachers 
and students are aware of the limitations of the current educational system, even 
in regard to the students’ lack of autonomy to propose activities in class. However, 
it is possible that when conducting their own classes, individual teachers make 
additional efforts to enable some opportunities to motivate and support students 
to propose activities for at least a couple of periods per year to the extent allowed 
by the subject curriculum. The students’ disagreement with the statement is un-
derstandable, because if given such an option, the majority would choose to have no 
class—that is, they would suggest going out for a cup of coffee, resting, or playing 
board games. To be specific, students do not consider that the selection of a book 
for elective reading or a lesson according to their interests represents autonomy 
to propose content or class activities. 
For students, disagreement with the statement about whether they have the 
opportunity to establish rules is clear because students frequently wish to change 
schools’ established rules and regulations, including subject curricula. Students
even complain about the rules imposed on teachers and schools (e.g. the number 
of subjects, subject content, number of elements graded within the subject etc.).
Students do not consider an opportunity to establish rules that what the teachers 
are allowed and frequently offer as an opportunity, and this includes establishing 
rules at the classroom and subject levels (rules governing class conduct, examin-
ation methods, and possibly grading). Consequently, the teachers agree that they 
offer their students opportunities to establish rules in governing class, examination 
methods and possibly grading however, these are not recognized by students as 
opportunities, which is why they express their disagreement with the statement.
Decisions at the school level are made by the teaching staff, headteachers, and 
school board. These decisi ons are subject to gove rnme nt l egisl ati on and f re que ntl y

214 Sodobna pedagogika/Journal of Contemporary Educational Studies  
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involve financial components. In addition, the Croatian educational system foresees 
the establishment of parent and student councils for such student activities. A stu-
dent council, therefore, has the right to only propose but not participate in making 
final decisions. Consequently, students express disagreement with the statement 
that they are given the opportunity to make decisions because they recognize the 
distinction between proposing and making decisions. In contrast teachers consider 
that they are given opportunities to propose decisions and, therefore, express 
their agreement with this statement. These results are in concordance with those 
obtained from a study on a sample of American students, suggesting that most of 
the students do not perceive their classrooms as promoting autonomy in the way 
that their teachers do (Fisher and Fraser 1983, p. 60; Hafen et al. 2012, p. 253). 
The developmental literature highlights the importance of students’ autonomy. 
In particular, self-determination theory posits that autonomous environments 
promote increased engagement through cognitive involvement, increased effort, 
and decreased boredom (R yan and Deci 2000). Moreover , achieving autonomy is
on e  of  the  ce n tr al  m a r ke r s  of  h e a l th y  a dj us tm e n t i n a dol e s ce n ts  ( E ccl e s  e t a l .  1 9 9 7 ,
p. 279). One possible explanation for teachers’ more positive attitude towards the 
school climate could be their greater control over their daily activities and the order 
in which they engage in their daily tasks, while students may hold less favourable 
views of the climate because they have less power in deciding the order in which 
tasksareaccomplished(Mitchelletal.2010,p.277).
Upon observing the attitudes towards the school rules and the assessments 
of whether they are consistently applied or ignored and thereby having more in-
sight into the activities of the school, it is evident that the teachers express firmer 
disagreement with the statement that the procedures pertaining to the application 
of rules are frequently ignored. Students, who have comparatively less experience 
with the procedures or are not completely familiar with their administrative side, 
express their disagreement based on what they see or experience. The more positive 
assessments of school rules coincide with the results of previous research (Fisher 
and Fraser 1983, p. 60; Kantorová 2009, p. 187; Raviv et al. 1990, p. 146) suggesting 
that teachers’ authoritative role and desire to function optimally influence their 
perceptions. Moreover , teachers are possibly more aware than students of the im-
plications of having their questionnaires reviewed by a research team and might 
respond in accordance with this awareness (Raviv et al. 1990, p. 153). 
Although this study offers important insights into the differences between 
students’ and teachers’ perceptions of school climate, as well as those related to 
the genders of the participants, it has certain limitations. For the results to be 
generalized with greater certainty to the population of students and teachers 
across the Republic of Croatia, it would be advisable for future studies to include a 
larger number of schools in the sample. This could allow for the examination of the 
differences between schools based on the type of programme, number of students 
attending, urbanity of the location, size of the classes, and other indicators that 
can potentially influence the functioning of the school. The students’ and teachers’ 
responses might have been more honest if they had filled out the questionnaires 
online because of the greater sense of anonymity that this would have allowed.

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Perceptions of school climate by students and teachers in secondary schools in Croatia 
The results of the study of the perceptions of school climate by students and 
teachers in secondary schools in the city of Zagreb, as well as the four analysed 
indicators of school climate, have practical implications for school climate improve-
ment to optimize educational outcomes. The improvement of the relationships 
among students and between teachers and students contributes to the prevention 
of all forms of violence in the same way that the extent of student autonomy in 
making certain decisions and the existence of clear, consistent, and fair school 
rules contribute to the creation of a supportive and democratic environment in 
which students experience safety, support, and friendship (Glasser 2005). Organ-
izing different workshops, programmes, and thematic assemblies in the context of 
extracurricular and out-of-school activities focusing on different student interests 
or the observation of important dates for students and their communities would 
contribute to improving the results for the studied indicators of school climate. In 
the same manner , the strengthening of pedagogic competences would make teachers 
aware of the importance of their role in the education of students.
Conclusion 
The middle of the last century brought about a change in the systematic study 
of the concept of school climate (Cohen et al. 2009). The school climate transcends 
individual experiences and represents a totality of phenomena (Cohen et al. 2009) 
The school climate is also created on a daily basis (DeWitt and Slade 2014, p. 5).
Although numerous differences in the conceptualization of school climate 
exist, this study begins with the concept based on four dimensions: (1) the nature of 
relationships between students and teachers; (2) the nature of relationships among 
students; (3) the extent to which student autonomy is allowed in decision-making; 
and (4) the extent to which the school provides clear , consistent, and fair rules (Way 
et al. 2007, p. 195).
A non-random (convenient) sample of 451 final-year students at secondary 
schools was collected during the first term of the 2017–2018 school year. During 
the same period, 102 teachers of final-year classes at the schools participating in 
the study were also studied.
The results of this study , performed on the described sample of students and 
teachers in Zagreb, indicate that there are differences in the students’ and teachers’ 
perceptions of school climate. In concordance with previous studies the teachers 
assess the relationships between students and teachers, the relationships among 
students, the autonomy of students, and the school rules in a more positive manner 
than the students, thereby confirming the first hypothesis. Regarding the gender 
differences between students, the female participants have a more positive image 
of the relationships between teachers and students, the relationships among stu-
dents, and the established rules, which is in concordance with previous studies and 
expectations. In addition, in most cases, male and female teachers do not differ in 
their assessments of school climate, which leads to the conclusion that gender does 
not play a significant role in teachers’ perceptions of school climate. 

216 Sodobna pedagogika/Journal of Contemporary Educational Studies  
Pavičić Vukičević, Prpić,
Cajner Mraović
The small study sample provides limited insight into the situation in Zagreb’s 
schools; consequently , it is necessary to include a larger number of schools, students, 
and teachers in future research.
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Perceptions of school climate by students and teachers in secondary schools in Croatia 
JelenaP A VIČIĆVUKIČEVIĆ(UniverzavZagrebu,Hrvaška)
MarkoPRPIĆ(OsnovnašolaBorovje,Hrvaška)
IrenaC AJNERMRAO VIĆ(UniverzavZagrebu,Hrvaška)
KAKO UČITELJI IN DIJAKI SREDNJIH ŠOL NA HRVAŠKEM DOJEMAJO ŠOLSKO KLIMO 
Povzetek: Šolska klima je razmeroma trajen dejavnik kakovosti  šolskega okolja, temelji pa na skupnem 
dojemanju vedenja  v šoli in nanjo vplivajo tako formalni kot neformalni organizacijski vidiki, osebnosti
udeležencev ter način upravljanja šole. V raziskavo je bilo vključenih 451 dijakov in 102 učitelja srednjih 
šol v Zagrebu. Uporabili smo vprašalnik, ki je vseboval lestvico za ocenjevanje šolske klime (Niobe 
W ay 2007) in nekaj vprašanj, s katerimi smo zbrali sociodemografske podatke respondentov . Namen
raziskave je bil ugotoviti, ali obstajajo razlike med dojemanjem šolske klime pri učiteljih in dijakih, pri
čemer so nas zanimale tudi razlike med spoloma. R ezultati so pokazali, da so učitelji vse štiri dimenzije
šolske klime ocenjevali bolj pozitivno kot dijaki. R azlik med spoloma pri učiteljih nismo mogli dokazati,
sejepapokazalo,dadijakinjevprimerjavizdijakiboljpozitivnoocenjujejošolskoklimo.
Ključne besede: šolskaklima,srednješole,učitelji,dijaki,spol
E-naslov: jpvukicevic@gmail.com