School climate can be defined as a relatively permanent, multidimensional phenomenon which is a characteristic of members of a particular organisation, that is, it represents a set of features according to which schools are mutually differentiated. School climate reflects the quality of interaction in the educational process, and one of the most important factors of a positive school climate are teacher's interpersonal skills. Thus, the main goal of this paper is to determine how frequent do some of the interpersonal teacher's skills appear, and these are: supporting students, control, empathy, motivating students and cooperation with parents, which also contribute to building and maintaining positive school climate, and also the differences in their appearance according to a teacher's sex, age and working experience. For the purpose of this paper one hundred teachers from eight elementary schools located in Zadar were asked to fill in a questionnaire. The results have shown that teachers mostly give medium to high support to their students, as well as control, empathy, motivating students and cooperation with parents. The results have also shown that men teachers control students more than women teachers do, and women teachers cooperate with parents more than men teachers do.