BECE. Newsletter Vol.8, No.2, 2021 1147 The Influence of School Climate on Job Satisfaction of Rural School Teachers By Wang, Z., Zhang, Y., He, K., & Yuan, L. Correspondence to: Yuan, L., Center for Teacher Education Research, Beijing Normal University, Beijing, China, 100875. Email: yuanlibnu@163.com RECENTLY published study in Teacher Education Research explored the mediating effects of teacher leadership and self-efficacy on school climate perception and job satisfaction, hence the researchers adopted soft- ware include the SPSS24.0 and Amos21.0 for data management and analysis, setting up the sampling investigation and mediation model, and putting for- ward pertinence suggestions according to the results of the study. The researchers took the rural teachers’ job satisfaction as dependent variables and considered teacher self-efficacy and leadership as the mediat- ing variables of school climate perception. At first, this article described sta- tistical variables, and then model checking the two meditation paths, includ- ing “school climate→teacher leadership→job satisfaction” and “school cli- mate→teacher leadership→job satisfaction”. The results are as follows:  Rural teachers’ satisfaction with the working environment is low- er than that of the occupation itself, so a variety of measures should be taken to improve the quality of rural teachers’ working environment.  The school climate perceived by rural teachers has a significant predictive effect on their job satisfaction, in other words, a good school climate of cooperation and trust is helpful to improve teachers’ job satisfaction.  The role of teacher leadership plays a part in school climate per- ception, which gradually affects the satisfaction degree through the function as a bridge.  The school climate perceived by rural teachers affects their job satisfaction through the mediating role of teacher self-efficacy. Source: Teacher Education Research, 2020; 32(6):84-90+98. A mailto:yuanlibnu@163.com