It is a well-known fact that pupils spend a large portion of their lives in school, i.e. classroom environments, which is why contemporary school emphasizes the importance of the school climate as an important factor affecting a pupil’s development, as well as the teacher’s and the school’s work. Classroom climate is a complex term denoting a narrower part of the school climate, and it includes the teacher-student relationship, which is itself dependent on the specific qualities of teachers and students. The climate is also influenced by the characteristics and use of various teaching strategies, the appearance of the classroom and many other factors which are continually explored by a number of authors. The teacher is singled out as the most important factor because their work affects all other factors; it is important that they be able to competently create an atmosphere which will allow the teaching to occur in a positive and motivating environment. School climate is a predictor of school efficiency, but, at the same time, it is affected by the classroom climate. A school’s efficiency represents the extent to which stated goals are accomplished, and is influenced by the school’s leadership, organizational factors, and work satisfaction, as well as by the climate. That school is efficient which has a positive climate, whose teaching and other staff are satisfied with their work, is run by a competent headmaster and whose students show good results.