The article examines the proportion of teachers who are willing to overcome their traditional approach
when working with students and actively interact with them. The study follows the willingness
of teachers to engage in emotional exchange with their students, the frequency of application
of interactive teaching methods and the assessment of the effectiveness of their use towards
pedagogical aims. Emotional teacher-student exchange is seen as an important part of pedagogical
communication and a determining element in the use of interactive teaching methods in secondary
school.