ABSTRACT: The quality of the climate inside a school is built and maintained through daily interaction between various social agents,so dedicating time to school–based relationships helps increase individual well–being. However, there is often a lack of practical tools capable of addressing relationship–based issues. In this paper, we present a method for assessing and understanding primary school teachers’ social relations and discuss the results of our field research. Fifteen teachers from a Comprehensive School in the province of Padova were involved in the research project. Each interview was structured by combining two methods: the well–known narrative interview and an analysis of repertoires related to personal positions. The procedure adopted proved to be an effective means of highlighting teachers’ perceptions of social structure2.

KEYWORDS: relationship, narrative, teachers, Dialogical Self, assessment