Abstract
The aim of the empirical study is to identify and describe the similarities and differences between selected elementary school teachers in their characteristics and functioning in the context of the identified parameters of the social climate. It is therefore a search for the causes of the identified values of the teaching staff climate in the confrontation of the obvious features of the teaching staff with features whose influence is less obvious, hidden.
The research process is moving from quantitative research, from which the obtained data were used as a starting point, to qualitative research procedures. Two pairs of primary school teachers emerged from the typological selection.
The first pair with extremely different (favorable and unfavorable) and the second with similar (favorable) values of the social climate. The ways of sharing the vision and functioning of the school, the style of leadership and its genesis, interpersonal relationships and communication, the involvement of teachers and its support were subjected to the analysis.
The example of selected teachers shows that, despite the comparable values of their social climate, schools can differ in the organization and creation of working conditions. The differences in pedagogical leadership proved to be particularly striking, even in a pair of similar schools.
A key attribute for the optimal functioning of leadership turns out to be the compliance of the leadership style with the specifics of each individual teaching staff. Consistency on the main principles of school operation, sharing a clear vision of development, supporting the leadership style and purposefully created space for the teacher's work can be considered essential for the quality of the church's social climate.
The ways to achieve the optimal social climate of the church can be different and create a completely original and complicated organism in the specific conditions of life of each school.