IDENTIFIERS *Spain

In recent years, research on classroom climate has focused on developing instruments to measure the relationships between student perceptions of classroom climate and learning outcomes. However, very little has been done to help teachers improve their classroom climates. This paper presents findings of a study that attempted to improve classroom climate by means of a written program aimed at elementary school teachers. The effects were measured directly using teacher self-reports and indirectly using student reports. An experimental and a control group were created, containing a total of 44 teachers and 1,221 elementary school students. The intervention involved a pre- and post-test of climate perception using the ATMOSAUL questionnaire containing 7 scales: material environment, rule clarity, efficiency, behavioral personalization, intellectual personalization, affectivity, and familiarity. Data show that the teachers in the experimental group changed their perceptions and evolved toward a more critical, detailed asse!sment of classroom climate in their classes. Their students perceived a statistically significant improvement compared to students in the control group. During the following school year, the experimental group of teachers observed positive effects, attributing the improvement to changes in their performance brought about by participation in the program. Ten figores and 2 tables are included. (Contains 42 references.) (Author/LMI) Reproductions supplied by EDRS are the best that can be made from the original document.