The school as a social system represents on the one hand a formal organization given by the current state norms Me Education Act, official instructions, etc.) and on the other hand It creates a formal structure, which arises as a result of the natural team spirit and team work of the educationists and also from the latter’s need to associate according to their social requirements and to form groups outside the formal structure on the teaching staff. The creation of the unity of the formal and the informal organization of the school is facilitated by the promotion of the principle of socialist democratization, especially through party and trade union organizations. The formation of inter-personal relations and their structures in the teaching staffs is influenced primarily by the school as a place of work, by mutual contacts, mutual co-operation, roles and positions taken up by individual members of the staff working milieu and the material a technical conditions for educational the evaluation of educationists in forms of work done and remuneration, etc. The educationists’ team with well-developed comradely relations is one of the main conditions of success in exercising educational influence on the pupils. The formation of such a system of inter-personal relations In the teaching staff requires some sort of regulation as regards the implementation of the educational objects of the school (syllabi and curricula, the principal tasks of the school, official instructions) and the leadership of the headmaster (building up a purposeful organizational order and a suitable working climate). An important part is also played by personal qualities of the educationists, their qualification, experience and activity, their will to co-operate with one another and how they get on with one another. The maintenance of harmony in the mutual relations among the teaching staff also depends on the number of its members, composition and, in case of large staffs, on the formation of smaller formal and informal groups where a great many essential needs of its members are materialized. Negative stimuli originated by individuals holding leading positions in the school, impaired relations between them and the like give rise to the so-called cliques which have an adverse effect on the unity and harmoniousness in the educational work with the pupils. The fundamental task of the headmaster is to create such a situation and sue» conditions for the educational work the teachers and other educationists that will enable them to achieve the best possible results.