Abstract
School climate (SC) reflects the culture and norms of the school community, being a potential factor linked to students’ disruptive behavior (DB). This study intended to characterize the Portuguese school professionals’ perception on SC, analyzing the connections to the students’ DB. Another objective was to explore the differences on SC based on the functions of school professionals and school geographic location. An exploratory study with 333 school professionals was carried out. Concerning SC, the participants were asked about environmental-structural and relationships, while absenteeism, behavior problems, and incivilities were included in the students’ DB. Overall, the participants generally reported positive perceptions about SC. Differences were observed on DB, based on SC ratings. The participants rating poorer environmental-structural and relationships tended to report more DB. SC differed according to the school geographic location and to functions of school professionals. Additional research about the implications of SC on students’ DB is needed to develop preventive strategies.
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