A lot is known about humour overall, but there is a lack of studies of it in educational context. This thesis studies how the perception of the teacher's humour connects with psychological contentment of students, their learning motivation and the classroom climate. These concepts are well studied within educational and positive psychology, but less is known about connections between them. Studies of the school context ascribe stress, anxiety and boredom reduction to humour, as well as improving relationships, learning and interest. However, the majority of these studies are outdated and not consistent. The correlational studies between humour and psychological content are also lacking, as they do not separate between beneficial and harmful styles of humour. This thesis includes the classroom climate, which is determined by the social relationships, personal development and other systemic features. It is influenced by the amount, as well as the type of teacher's humour. The thesis also considers learning motivation, as a general term for all motivations occurring while learning. The teacher, and the humour used, is a big influence on it. The research included 220 students from 5 secondary schools in Ljubljana. They graded 50 teachers. The results were acquired with four questionnaires: Humor styles questionnaire - which differentiates between affiliative, self-enhancing, aggressive and self-defeating humour, Satisfaction with life scale, Classroom environment scale and the questionnaire "Jaz pri matematiki". The students filled in the questionnaires through the Socrative e-classroom. The results show a positive connection of the included concepts with constructive types of humour. Affiliative style, which is also the most apparent, connects with aforementioned concepts more than all the other styles. Aggressive style negatively connects with psychological contentment and classroom climate. This time, the thesis found no outstanding role regarding the gender. The research opened an important window into the role of teacher humour used in class. It is shown as a potential benefit, because it positively connects with all concepts studied. This topic is deemed important, as humour remains a rarely studied aspect of educational studies, but its role as a virtue is not negligible.