Psychological safety, defined as the belief that one can express ideas, concerns, and mistakes without fear of negative consequences, is increasingly recognized as essential for effective educational environments. Nonetheless, research regarding the psychological safety of teachers across various educational contexts remains an underexplored area. This scoping review aimed to (a) systematically examine the literature on psychological safety in educational settings, including schools, colleges, and universities; (b) identify gaps in current research and emerging themes; and (c) evaluate interventions and strategies for building psychological safety among educators. A detailed search was performed on the Scopus database in accordance with the Arksey and O'Malley framework. Research examining psychological safety among teachers in various educational contexts was included. Data extraction included study characteristics, methodological approaches, target populations, principal findings, and conclusions. The review included 90 studies, spanning from 2007 to 2025, comprising empirical research, commentaries, and qualitative explorations across global contexts, including the United States, Singapore, India, China, Turkey, Sweden, and Vietnam, among others. The target populations included teachers from K-12 schools, vocational and higher education, and clinical settings. Emerging themes include the critical role of leadership (transformational, ethical, servant, humble), collective norms and culture (organizational justice, relational climates, inclusive pedagogy, co-creation practices), team processes (trust-building, interdependence, conflict management), and individual resources (psychological capital, sense of coherence, flexibility, coping strategies) in fostering safe learning environments. Positive associations were found between psychological safety and teacher well-being, innovation, collaborative practices, and student engagement. Interventions for enhancing the safety of teachers included listening workshops, coaching programs, peer-support initiatives, and diversity-focused organizational reforms. Significant gaps exist in cross-contextual, longitudinal, and intervention research. Future work should focus on evidence-based interventions, cross-cultural perspectives, and measuring psychological safety's impact on teaching effectiveness and student outcomes.