**4. Conclusion**

Positive school climate is an essential attribute of a school in which each individual experiences positive emotions, a school that everyone involved wants to belong to. This study has attempted an examination of the importance of school climate for achieving school objectives and identifying the factors that can ensure its improvement. School climate is defined as the way in which interactions between those participating in the school community are experienced. In short, it is an experience during which emotions are formed and participants' motivation enhanced, thus promoting educational work and meeting expectations.

Creating a pleasant school climate, however, is not an easy task. External factors, such as the broader social environment, provision of funding and resources, and collaboration with educational and social institutions, can be crucial in shaping positive school climate. On the other hand, internal factors have proved to be more effective. It is mainly educators', principals' and students' action and behavior that create a school's atmosphere. This is because these are the ones who experience school reality and the effects of its quality. They are directly involved in the school's problems and achievements. For this reason, they are more aware than external actors that a positive and efficient school environment can facilitate the fulfillment of goals and expectations.

Educational work, being a social process, requires effective communication and cooperation. A listening culture, empathy and a collective spirit are

#### *Beyond Teaching: School Climate and Communication in the Educational Context DOI: http://dx.doi.org/10.5772/intechopen.93575*

conducive to resolving problems and conflicts. Central to the management of school climate is the role of school principals. A principal who employs a democratic system of administration and has high communication skills can be vital to the creation of positive school climate. The communication skills of teachers and school administration can be a stepping stone or an obstacle to the formation of a pleasant, desirable, and productive school. Every teacher should be aware of their students' needs and potential. With increased emotional intelligence, a teacher can know how to make the best of these needs and potential for their students' benefit. Similarly, the school principal should be aware of the teachers' needs and potential and support them so that the best possible result can be achieved from their work.

Positive school climate is based on respect for singularity and freedom of expression, and on cooperative understanding. It requires work carried out through democratic processes for all participants in the school community. Positive school climate cannot be created in a definitive manner. Instead, it is an ongoing process of observation, planning and evaluation. Each and every member of the school community has an influence on and is responsible for its creation. In conclusion, positive school climate should satisfy the following requirements:


Effective communication and positive school climate in the school context can be viewed as a challenge and an achievement, but also as the core and source of students' and teachers' well-being and development. After all, what both students and teachers later remember from the school experience is how they felt and whether there were conditions encouraging personal expression and creativity, rather than what they were taught or taught to others. For seeing school climate as a fertile soil where knowledge can be cultivated and diffuse, communication is an essential requirement.

*Education at the Intersection of Globalization and Technology*
