Which dimensions of school climate are directly associated with teachers’ well-being?

School climate is recognized as a multidimensional construct (Wang & Degol, 2016) and is hypothesized to be a lever in supporting teachers’ well-being (Malinen & Savolainen, 2016). However, there is a lack of consensus regarding which specific dimension of school climate predominantly influences well-being (Wang & Degol, 2016). This paper utilizes multilevel analysis to investigate the relationship between school climate and teachers’ well-being, considering between-school variance. This study is based on a sample of 1,426 teachers from 130 schools randomly selected using stratification methods in the French-speaking Belgium. Teachers’ perceived well-being was assessed through job satisfaction, emotional exhaustion, depersonalization, and sources of stress. Additionally, various dimensions of school climate, such as clarity of rules, perceived violence, treatment fairness, and management leadership, were examined. The analysis involved confirmatory factor and multilevel analyses. A null model decomposed variance within and between schools. Then individual (gender and age) and school-level factors (school size, socioeconomic level of the school, and teachers’ aggregated score of perception of school climate) were included to identify dimensions of school climate associated with variations in teachers’ well-being. Further research can refer to those results to define the focus of future potential interventions.