Under the influence of which factors, various components of the psychological climate of the teacher’s team are formed? Is it possible to manage the first process of the school of this process? Based on the results of our studies, we will try to answer these questions. In the psychological climate of the school, an important place is occupied by relations between the director and teachers. The nature of these relations largely depends on the degree of unity of their value orientations, views and opinions, on the assessment of the personality and activity of each other. People perceive and evaluate the actions committed in different ways. It depends not only on their individual psychological differences (“how many people, so many opinions”), but also on the peculiarity of their business relationships. The attitude to human qualities and actions is largely mediated by the content and working conditions, the features of the situation that a particular person occupies in the business structure of the team. If the manifestations of some qualities of a member of the team contribute to the success of joint activities, then its participants will most likely evaluate these qualities positively. Since in the position of the director and the teacher there are not only general, but also specific points (leader – led), then, of course, they look at each other’s actions with the same eyes. In one study, teachers and school principals were invited to evaluate on a five -point scale various personality traits by the degree of their significance for the leader. All surveyed almost unanimously attributed ideological conviction and political maturity, honesty, justice, hard work, love for children and school, discipline, demand for themselves, the tact, knowledge of the pedagogical process and modern problems of pedagogy and psychology, and the skill. provide teachers with methodological assistance, serve as an example in the work.
