THIRTY-TWO ITEMS OF BEHAVIOR CONSIDERED CRUCIAL TO SUCCESS IN ELEMENTARY SCHOOL STAFF RELATIONSHIPS WERE USED TO DETERMINE THE PERCEPTIONS OF THE FACULTY AND PRINCIPAL OF SIX SCHOOL STAFFS IN A DISTRICT OF 40,000 RELATIVE TO (1) THE IMPORTANCE THE FACULTY ATTACHED TO SOME OF THE PRINCIPALS' ACTIONS, (2) THE STAFF'S KNOWLEDGE OF THE VALUE HE PLACED ON THESE BEHAVIORS, AND (3) THE SEIMILARITY OF BOTH VALUES. EACH PRINCIPAL AND TEACHER WAS ASKED FIRST TO Q-SORT THE BEHAVIORS INTO SIX CATEGORIES, AND SECOND TO ASSESS THE BEHAVIORS HE BELIEVED THE OTHER VALUED. THE RESULTING FREQUENCY DISTRIBUTIONS ILLUSTRATED THAT (1) THE PRINCIPAL INFREQUENTLY PERCEIVED FACULTY VALUES, (2) THE STAFF INFREQUENTLY PERCEIVED THE PRINCIPAL'S VALUES, AND (3) THE STAFF AND PRINCIPAL HELD DISSIMILAR PERCEPTIONS ON TWO-THIRDS OF THE ITEMS. THUS, EITHER ACCURACY OF INTERPERSONAL PERCEPTION IS NOT ESSENTIAL TO SCHOOL PRODUCTIVITY OR THE ELEMENTARY SCHOOL HAS A POTENTIAL FOR INCREASED EFFECTIVENESS BY IMPROVING THE ACCURACY OF INTERPERSONAL PERCEPTIONS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (35TH SESSION, CHICAGO, 1965) AND APPEARS IN "EDUCATIONAL FACTS," VOLUME 4, NUMBER 3. (JB)