In a contemporary demanding multicultural educational context, schools and teachers are called to prove their effectiveness on a daily basis. They are accountable to society regarding their job effectiveness and specifically, their contribution to the success of the main school mission, that is the improvement of student performance. The teachers’ role towards this goal is considered very important. It appears that the satisfaction teachers derive from their job affects the way in which they work and influences the educational outcomes of the school. At the same time, school climate is a parameter widely accepted as one that affects school effectiveness. Therefore, the purpose of this study is to examine whether teachers’ job satisfaction is affected by the climate in their school, and the extent to which an interactive procedure between aspects of these two parameters influences student achievement. The proposed research aspires to fill a research gap, which has been identified in the relevant literature, and to offer new knowledge by testing a dynamic model involving either linear or curvilinear relationships between aspects of teachers’ job satisfaction and aspects of school climate and school effectiveness.