Eureka! Institutional Repository

International surveys that have taken place in the last few decades about school climate have demonstrated this as one of the most important factors of schools effectiveness. An important role to the configuration of positive school climate has school unit’s director. He can create, through his behavior, his leadership and practices, a suitable environment that contributes to the satisfaction of teachers and their indivisible involvement in their teaching duties, resulting in an improvement of educational work and learning achievements. This finding has led to the conduct of this research, whose purpose is to examine principal’s contribution to the development of a positive school climate based on the perceptions of primary school teachers. The participants were 106 deputy teachers working in primary schools located in Region of Central Macedonia. Data collection was done using a questionnaire containing 6 questions about demographic data and 30 Likert scale questions on topics related to communication and collaboration, organization, administration and school climate. Data analysis revealed the existence of a significant positive relationship of principal’s practices with the development of a positive school climate. In particular, the most important factors that emerged were the democratic style of administration, confidence-building, communicativecooperative skills, empathy and a vision for school combined with administrative knowledge and skills. In addition, research has shown a moderate climate in participants' schools, teachers' dissatisfaction with their directors' practices, particularly in the fields of innovation and promotion of their professional development. The non-satisfaction of substitute teachers in many areas requires further exploration of the role of the Director in the school climate and the working conditions of deputy teachers, as well as the adoption of serious optimization measures by the respective governments.