Multi analysis of the relationship of academic motivation with students’ perception of school climate and teachers’ self-efficacy and job satisfaction

The aim of the study was to examine effective factors on academic motivation in student and school levels. So 500 female students (11th grade) and 200 teachers from 20 classes from 10 schools were chosen through multiple cluster sampling. The students completed students’ perception of school climate and Harter’s academic motivation surveys. The teachers completed teacher’s self-efficacy and job satisfaction questionnaire. According to unconditional model, 8% and 92% of the variance in academic motivation explained based on the variables at student and school levels respectively. The variance in full model was 8% and 9% that showed aconsiderable decrease in student level. The results of analysis showed that academic motivation had enough changibility after and before adding two levels variables. Students’ perception of school climate was a meaningful predictor but schools’ variables were not meaningful ones. It is better to notice students’ perception of school climate considerably to improve students’ academic motivation