Interplay of Teacher Humor and Classroom Climate at School

Theoretical models propose that teacher humor, as a multidimensional construct, may reciprocally influence classroom climate, yet prior studies have been cross-sectional, leaving these dynamic relationships untested. To fill the research gap, we conducted a longitudinal study exploring the reciprocal relations between four types of teacher humor (course-related, course-unrelated, self-disparaging, aggressive) and classroom climate. We followed 1,608 9th-grade students (51.9% female; M _age : 14.26 years; SD = .52) from 63 secondary school classes and collected data at three measurement points. The reciprocal associations of different teacher humor types and classroom climate were analyzed by identifying crossed-lagged panel models with manifest variables. The results revealed differentiated longitudinal patterns. Course-related humor and classroom climate reinforced each other over time, highlighting their reciprocal and positive effects. Course-unrelated humor consistently predicted lower levels of classroom climate at subsequent waves, whereas climate did not predict later unrelated humor, showing an asymmetrical, humor-to-climate negative impact. By contrast, self-disparaging humor was supported by classroom climate but did not, in turn, enhance it, suggesting a unidirectional climate effect. Aggressive humor was involved in a reciprocal negative cycle with classroom climate, indicating its potential to deteriorate the classroom climate. These findings provide the first longitudinal evidence showing a divergent reciprocal dynamic between teacher humor and classroom climate. This relational dynamic depends on the type of teacher humor and direction of influence. Our findings underscore the value of promoting instructionally relevant humor while discouraging unrelated and aggressive forms in teacher training and professional development.