Teachers employed at schools with supportive school climate, where connectedness, motivation, engagement, prosocial attitudes and behaviours are core values, report greater levels of job satisfaction (Taylor & Tashakkori, 1995), lower levels of stress and burnout (Skaalvik & Skaalvik, 2011) and are more open to new teaching methods (Gregory et al., 2007). However, school climate is hard to define, since it is a broad and multi-dimensional construct. In a systematic literature review, Lewno-Dumdie et al. (2019) identified five dimensions of school climate from students’ perspective: safety, relationships, teaching and learning, institutional environment and school improvement process. In the present study, the relationship dimension is in focus, which is divided into three sub-dimensions: respect for diversity, student-teacher relationships, and student-student relationships. However, since our research focuses on teachers and studies teachers’ perspectives on school climate, student-student relationships are replaced by teacher-teacher relationships. In our study, we examined how respect for diversity, relationships among teachers and among teachers and students predict supporting school climate. The sample comprised 3010 teachers, out of which 1518 were from the Republic of North Macedonia (546 from primary school, Mage = 43.35 years, 76 % females; 972 from secondary schools, Mage = 43.90 years, 67 % females) and 1492 from Croatia (627 from primary school, Mage = 42.22 years, 86 % females; 865 from secondary schools, Mage = 43.54 years, 75 % females). A newly developed questionnaire was used to gather data, covering four overarching themes, one of them being Inclusive school policies. The questionnaire was piloted beforehand and showed appropriate psychometric characteristics. In this study, we use four scales, namely: Supporting organisational and relational environment (a measure of supporting school climate); Amount of collaboration among teachers (a measure of teacher-teacher relationships), Principals’ encouragement to support students (a measure of teacher-student relationships); Principals’ encouragement to value and support diversity (a measure of respect for diversity). Statistical analyses were performed with the IBM SPSS Statistics 27 program. Findings show that all three predictors are significantly positively connected with Supporting organisational and relational environment, in all four samples (except for Valuing and supporting diversity in Macedonian primary teachers). The results suggest that disregarding the countries, increasing all three predictors, collaboration among teachers, principals’ encouragement to teachers to support students and diversity in schools being valued and supported, could lead to a more supportive school climate and hence providing for better job satisfaction among teachers and better outcomes for students.

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