As in other European countries, debates on the need for quality management systems in schools arose in Spain in parallel to their implementation. Not only do these discussions persist, but they have become more heated as a result of the financial crisis that has affected the whole education system and has raised questions about whether it makes sense to devote resources to quality management in the current context of cost-cutting (Egido, Fernández-Cruz, Fernández-Díaz 2016).

In general, school climate may be defined as the collective beliefs, values and attitudes prevailing in a school (Koth, Bradshaw & Leaf, 2008). There is a broad range of studies which link good school climate both to better student performance and satisfaction of all the people involved with the school.

The factors associated to school climate are a crucial dimension of the school's effectiveness (Byrk et al. 2010), underpinning its connection to academic achievement (MacNeil, Prater & Busch, 2009), student mental health (Modin & Östberg, 2009), a lower incidence of violence and bullying (Birkett et al., 2009), greater job satisfaction among teachers (Grayson & Alvarez, 2008) and more family involvement with the school (Amatea & West, 2007).

In recent years, several studies from international institutions have confirmed this association. Of special interest is research by UNESCO, through the Latin American Laboratory for Assessment of the Quality of Education (LLECE, 2001), evidencing the impact of school climate on student performance in Latin America. Also of note is a study conducted by the OECD, with the PISA report, noting that school climate is one of the dimensions related to education quality and equity (OECD, 2011).

In relation to education community satisfaction, there are studies that have determined that it is linked to the quality of the service provided (Lazibat, Baković & Dužević, 2014), with service quality having a direct impact on the satisfaction and trust of the members of the institution (Sultan & Wong, 2013).

According to Lazibat et al. (2014), the most important determining factors of student satisfaction can be divided into personal characteristics (competences, motivation, performance, participation...) and environmental elements (facilities, teacher performance, organisation and coordination...). In relation to teacher satisfaction, there are studies on management team leadership, recognition of their work by the head master and students, their relationship with the management team and other teachers and students, and working conditions (Lacireno-Paquet, Bocala & Bailey 2016). Finally, family satisfaction depends on factors such as communication and participation, school resources and leadership quality, adequate budget and the academic performance of their children (Friedman, Bobrowski & Markow, 2007).

Following a review of all the literature presented above, in this context the study objective was to answer the following question: Does the implementation of the ISO 9001 STANDARDS have an impact on school Climate and the Satisfaction of its members? This paper aims to contribute the results found in relation to this model, although there is already empirical evidence of this relationship in other systems, such as the EFQM (Egido, Fernández_Cruz & Fernández_Díaz, 2016).

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