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This paper focuses on the study of the interpersonal relationships of secondary school teachers, emphasizing first on the impact they have on the "well-being" of teachers in their workplace as well as on their professional satisfaction, and then on their positive influence on teaching and pedagogical work. Teachers' interpersonal relationships can be individual, competitive or collaborative. The individual form of school organisation refers to teachers who prefer to work independently of others to achieve goals different than those of their colleagues, do not share their knowledge and experience and do not support each other. In the competitive system teachers try to be better than their colleagues and feel happy with their difficulties, because, in that way, are increasing the probabilities of their own success. Finally, in schools where cooperation prevails, the efforts of all teachers are coordinated with the aim of maximising their effectiveness, they fight for a common goal, they share the anxieties and concerns that exist between them by showing the necessary respect and understanding. They understand that their individual performance can be positively affected by the good performance of others, so they are satisfied rather than resented when a colleague is recognised for his professional competence (Hopkins, Ainscow & West, 1994:166-67). The first part (theoretical) of this work first defines the concept of communication and its forms, descriptively interprets interpersonal relationships, the concept of camaraderie with emphasis on conflicts – frictions that can be caused by the daily contact and necessary cooperation of different groups of people and personalities. Following, are examined the good interpersonal relations and camaraderie as factors of the effective school and their positive effect is highlighted, based on research models, on the “well-being” and satisfaction of teachers and on the teaching-pedagogical work, while presenting some aspects of the criticism, received by these concepts. Finally, the role of the school's leadership and the position of the headmaster in promoting good interpersonal relations and cooperation between the school's teachers are examined.