The empirical study presents the dimension of positive school climate using illustrative models that reflect the statements of the participants of a qualitatively oriented research survey including semi-structured interviews. The theoretical introduction deals with the definition of key concepts and briefly outlines selected domestic and foreign models of positive climate. Based on the interviews, it was found that interpersonal relationships are important for all actors who create the school climate and influence mutual cooperation. Teachers point to the need for a fair approach to all pupils; the school principal pays attention to physical and social-emotional security; and the social educator seeks to work with groups of pupils as well as provide counselling for teachers. The aim is to link all these processes in the interest of a positive school climate. For this reason, it is necessary to focus on the mutual cooperation of selected actors who affect the school climate and to reveal possible shortcomings in the field of their cooperation. These shortcomings include, in particular, little involvement, disinterest, lack of concern or poor school philosophy.
Creating a positive elementary school climate based on cooperation between the form teacher, headmaster and social pedagogue
