School climate is a key component of shaping school reality and contributes significantly to the smooth and efficient functioning of the school. Therefore, its evaluation is an imperative and urgent process, since there is no school-related field that is not intimately linked to the evaluation process. The aim of the present study is to highlight the notions, hesitations or potential resistances of the teachers of Primary Education regarding the significance of the school climate and its evaluation. The article is structured in two parts. In the first part the subject is approached theoretically through the conceptual definition of the school climate, its distinction from the school culture and the reference to the categories, dimensions and factors of its formation. Then, with the aid of relevant literature, reference is made to the necessity of evaluating the educational process, resulting in the evaluation of the school climate. The second part attempts to empirically document the subject through a succinct reference to the methodology of the research, to the most important findings and to the conclusions and proposals in which we result based on the findings.