The core questions in the modern school are: What is a good teacher like? And, how do we educate good teachers? Different eras, theories, ideologies, and conceptions of human beings influence how people can become the best kind of teacher. The fundamental idea in this article is that pedagogical love and pedagogical authority form a salient part of teacherhood. This article discusses the strong connection between pedagogical love and authority and the learning atmosphere. As a result of the discussion, a four-dimensional model is created, which illustrates the complexity of teachers' work and the learning atmosphere in the light of pedagogical love and authority. Pedagogical tact is considered central. Finally, we will discuss good teacherhood and what it comprises, based on the presented results. Good teaching necessitates live interaction and the ability to place oneself in an interacting relationship with students, colleagues, and (increasingly) with the wider operational environment and economic life surrounding the school system. (Contains 1 figure.)