This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.