Abstract
The review study indicates relations between school climate and school culture. It shows the difficulties in defining the school climate because it is based rather on mental representation of the school climate at individual actors (teachers, pupils, school management).
It summarizes the shortcomings of conventional approach to examining school climate and emphasizes that a comprehensive look at school climate must be based on the subjectivity of perception and evaluation of climate, sharing views on the climate by different groups of actors and of constructive nature of social climate. Promising direction of research is investigation leaning on social psychology and research of so-called social representations of phenomena (Moskovici, Markov, etc.).
Interpretation of school climate as social representations allows studying the core of common representations and its periphery, studying the genesis of different climate representations and evaluating changes of climate in time period.