Sense of community motivates students and teachers alike. Studies have shown that teacher collaboration relates to effective learning experiences and school social environments. Research also shows that representing students' culture in their learning can increase their engagement. In this study, I analyze how teacher collaboration and teaching practices that uplift students' cultures correlate with school climate. I also examine whether those correlations with school climate are related, which could signify a broader intention around building community. Using teacher responses from the 2018 Teaching and Learning International Survey (TALIS), I apply structural equation modeling (SEM) to form a regression model. Groups of TALIS questions corresponding with teacher collaboration, diversity practices in teaching, and school climate compose the three latent variables for the structural equation model. The results show that teacher collaboration and diversity practices in teaching each correlate with a positive school climate. Their correlations are not related. This study emphasizes the importance of social wellbeing in a school community. I also provide suggested practices for educators and school leaders to cultivate a culture of unity in diversity.
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