[[abstract]]The purpose of the study was to explore the relationships among classroom climate, learning satisfaction, teacher leadership and subjective class well-being of junior high school students. The predictability of classroom climate, learning satisfaction and teacher leadership to subjective class well-being was also examined. Participants were 632 junior high school students (293 males and 339 females) from eleven junior high schools in Taipei and Keelung. The instruments applied were Classroom Climate Scale, Learning Satisfaction Scale, Teacher Leadership Scale and Subjective Class Well-being Scale. The obtained data were analyzed by descriptive statistics, one-way MANOVA, canonical correlation analysis, and multiple regression analysis. The results were as follows: 1.The classroom climate and the subjective class well-being of junior-high school students do not varied significantly in terms of gender and grade. 2.The learning satisfaction of junior-high school students varied significantly in terms of gender, but not the grade; however, the teacher leadership of junior-high school students varied significantly in terms of grade, but not the gender. 3.The canonical correlations between classroom climate and learning satisfaction, between teacher leadership and classroom climate, and between teacher leadership and learning satisfaction were significant. 4.The subjective class well-being could be predicted from classroom climate, learning satisfaction and teacher leadership. Among which the learning achievement and the cohesiveness had the highest predictive power. Implications of this study for junior-high school education and suggestions for future researches were also discussed.
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