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This study explores the impact of classroom climate conditions on teachers, a crucial yet underexamined aspect of education research. While existing studies highlight the effects of environmental factors—such as temperature, noise, and lighting—on student learning outcomes, their influence on teachers remains less understood. Drawing from global and Tanzanian contexts, this research investigates how variations in classroom climate affect teachers' pedagogical approaches, well-being, and overall effectiveness. Key findings suggest that high temperatures, poor ventilation, and excessive noise negatively impact teachers’ ability to deliver lessons effectively, influencing their energy levels, engagement, and instructional strategies. Furthermore, these environmental challenges may contribute to teacher burnout, absenteeism, and lower job satisfaction. The study raises important policy and infrastructure considerations, emphasizing the need for climate-resilient school designs, adaptive teaching schedules, and professional support systems for educators. Addressing these challenges is essential for fostering an optimal teaching and learning environment, ultimately improving educational outcomes.

DOI: 10.53832/opendeved.1129 ZenodoArchiveID: 10912313 ZenodoArchiveConcept: 10912312