The substudy presented is part of a longitudinal project investigating student-centred learning practices in a new school built as an innovative learning environment (ILE). This paper describes results on teachers’ experiences based on a compiled teacher questionnaire generating both quantitative and qualitative data. The teacher questionnaire includes items on the following topics: shared values, value consonance, collective teacher efficacy, perceived collegial support, autonomy, belonging, job satisfaction, work engagement, psychological safety in teamwork, resilience, and teachers’ relational competence. All teachers (N=56) in the school subjected to study participated and data has been collected at two times at this point (2023 and 2024). Preliminary findings show, e.g., that teachers’ relational competence correlated positively with student experiences of teacher support. Further, we expect to find team differences that can explain the variation of teaching practices, which characterize each of the teaching trajectory display clusters found in Part 1 (see Bergström et al., EARLI 2025 abstract), which will further be explored in relation to students’ experiences in Part III (see Lindfors et al., EARLI 2025 abstract) in accordance with the convergent mixed methods research design of the longitudinal study. The emergent teaching practice will be scrutinised and correlated to other data sets in integrated analyses, e.g., using teacher interview and questionnaire data, student questionnaire data, teacher team workshop data and further longitudinal observational data. The different types of data and findings will be merged in several phases of analyses, in order to gain a broader understanding of student-centred learning practices in ILEs.