In this paper, we report on teachers’ and principals’ shared perceptions regarding beliefs, rules, trust, and encouragement of new initiatives. Collectively, these are aspects of leadership for learning (LFL) describing an overall shared climate in schools. We demonstrate how these perceptions on school climate differ across teachers and principals within and across countries. Moreover, we report how different perceptions of school climate are associated with leadership style. We analyze data from 37 countries that participated in the last cycle of the Teaching and Learning International Survey (TALIS) in 2018. To build the measurement model, we employ multigroup multilevel confirmatory factor analysis, whereas multivariate linear regression is used to inspect associations. Overall, principals and teachers differ in their views of school climate. In the majority of the countries, principals report stronger school climate than teachers. We further confirm these perceptual differences between teachers and principals by separately studying the relationships between teacher perceived school climate and principal perceived school climate with relevant leadership variables. In the entire sample, we find that principals’ perceptions of school climate are more strongly and consistently associated with leadership in schools. This relationship is particularly stable for distributed leadership. In the entire sample, leadership styles are weakly positively correlated with teacher perceptions of school climate too; however, this association is less pronounced and less stable within individual countries. The analyses conducted within countries revealed that the distributed leadership rather than instructional leadership shapes teachers’ perceptions of school climate. More discussion is presented on the need for alignment between different perceptions of school climate and leadership styles in the overall organizational quality.

在本文中，我们报告了教师和校长对新举措的信念、规则、信任和鼓励的共同看法。总的来说，这些是学习领导力 (LFL) 的各个方面，描述了学校的整体共享氛围。我们展示了这些对学校氛围的看法在不同国家和不同国家的教师和校长之间有何不同。此外，我们报告了对学校氛围的不同看法如何与领导风格相关联。我们分析了来自 37 个国家的数据，这些国家参与了 2018 年最后一个周期的教学国际调查 (TALIS)。为了构建测量模型，我们采用多组多层次验证性因素分析，而多元线性回归用于检查关联。总体而言，校长和教师对学校氛围的看法各不相同。在大多数国家，校长报告的学校氛围比教师强。我们通过分别研究教师感知的学校氛围和校长感知的学校氛围与相关领导变量之间的关系，进一步证实了教师和校长之间的这些感知差异。在整个样本中，我们发现校长对学校氛围的看法与学校领导力的关联更为强烈和一致。这种关系对于分布式领导来说特别稳定。在整个样本中，领导风格也与教师对学校氛围的看法呈弱正相关；然而，这种联系在个别国家内并不明显，也不太稳定。在国家内部进行的分析表明，分布式领导而不是教学领导塑造了教师对学校氛围的看法。更多的讨论是关于在整体组织质量中对学校氛围和领导风格的不同看法之间保持一致的必要性。