Creating and sustaining a positive school climate is not done in isolation but requires continuous ongoing work by several people within the school, and one of the most important actors are the teachers. In order to fulfil this very important task, the teachers need to collaborate with colleagues at school in an organized manner. In this study, we aim to explore and analyse teachers’ perspectives on how their teacher team might be linked to their school climate work, and what team characteristics facilitate their work to create and maintain a positive and supportive climate within their school. To understand teachers’ comprehension of their team, we applied a social psychology framework, using social interdependence theory and the concept of psychological safety. Data were collected by means of 14 semi-structured focus group interviews with 73 teachers from two compulsory schools in southeast Sweden. The findings revealed that teachers perceived the team as the most significant support structure when it comes to school climate work. According to them, the team was associated with shared responsibility, support and help, as well as safety and an open climate. By elucidating teachers’ insider perspectives regarding their working conditions aligned to their work with school climate, we conclude that well-functioning teacher teams are experienced as a safe place to work on creating and maintaining a positive school climate.

创建和维持积极的学校氛围不是孤立完成的，而是需要学校内的多个人员持续不断的工作，而最重要的参与者之一就是教师。为了完成这项非常重要的任务，教师需要与学校同事有组织地合作。在这项研究中，我们的目的是探索和分析教师对教师团队如何与学校氛围工作联系起来的看法，以及哪些团队特征有助于他们在学校内创造和维持积极和支持性的氛围。为了了解教师对其团队的理解，我们应用了社会心理学框架，利用社会相互依赖理论和心理安全概念。数据通过对瑞典东南部两所义务学校的 73 名教师进行 14 次半结构化焦点小组访谈来收集。调查结果显示，教师认为团队是学校气候工作中最重要的支持结构。据他们称，该团队具有共同的责任、支持和帮助以及安全和开放的氛围。通过阐明教师的内部观点，即他们的工作条件与学校氛围相一致，我们得出的结论是，运作良好的教师团队是创造和维持积极学校氛围的安全场所。