Creating a positive elementary school climate based on cooperation between the form teacher, headmaster and social pedagogue

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.