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d vital, because, as Barth (1990) argues 'relationships between them are the sine qua non that allow, energize, and sustain all other attempts at school improvement'.

Andrew Hargreaves (Bennett et al., 1992, p.81) argues that:

'Collegiality forms a significant plank of policies to restructure schools from without and to reform them from withina€| School improvement, curriculum reform, teacher development, and leadership development are all seen as being dependent, to some extent, on the building of positive collegial relationships for their success'.

Considering the impacts of a positive climate in a collaborative school environment, we can not dissent with the above statement. It is true that when the interpersonal and professional relations of the school staff, and specifically teachers' relations are good, then the communication within the school flourishes. In cases where teachers develop friendly relations, discussing not only school's matters, then the communication between them is improved, given that they interact not only as colleagues but as friends too.

From my little experience in schools, I have to say that in school environments, where teachers were actually communicating, their performance was much better comparing with those whose relations were not as collegial as they should have been. After all as Willi Unsoeld, (Johnson and Johnson, 1994, p.8:7) a famous mountaineer, once said to a group of mountain climbers, 'Pull togethera€| in the mountains you must depend on each other for survival'. Teaching is strongly related with mountain climbing. Like mountaineers, teachers should have confidence to the abilities of their colleagues, support the efforts that are made by the others, recognize their contribution and finally believe that their competences are being utilized and valued by the other teachers.

It is undoubtedly acceptable and understood that the headteacher's role in the process of improving communication in school is substantial. He is considered to be the key figure in enabling the development of human relations, especially between teachers, training to work within the school as a whole.

Colin Riches (Bush and West- Burnham, 1994, p.261) points out that 'Effective management has to start from a full understanding of the details of how the communication process impacts on every management activity'. Because of the headteacher's influence, it is important that he or she communicate effectively with the others. However, in order for good communication to be achieved, communication channels should be open both ways. By this I mean that the principal should be accessible to everyone in the school. Coursen and Thomas (Smith and Piele, 1991, p.) write that 'it is important for people to feel you are available and welcome personal contact with them'.

Roger Major (Smith and Piele, 1991, p.) argues that 'principals can use sincere praise whenever possible to create a more constructive atmosphere in schools'. Indeed, recognizing the work that teachers do in the school, can improve the relationships between them, since the teachers will feel valued and appreciated. Even the negative feedback will not influence school's positive climate, if it is done in the right way, like in a personal discussion and not in public.

In reviewing the literature, we find that negotiation skills are also indispensable for an