The purpose of this study is to investigate the context in which positive work relationships evolve and are sustained between urban elementary school principals. Informed by Fletcher (2007), Miller and Stiver (1997), and Roberts (2007), a positive work relationship is defined as one between two colleagues that mutually experience growth-in-connection as characterized by cognitive, affective, and behavioral outcomes. Using the lens of relational cultural theory to analyze interview data from six urban elementary school principals in self-identified dyads the research questions addressed were:
1. When growth-in-connection occurs between urban elementary school principals does it spiral and affect others in the organization?
2. What are the characteristics of the contexts in which the relationships exist?
Implications for district leadership and individual principals are presented. When growth-in-connection occurs between urban elementary school principals, the contexts of their relationship can be studied. Findings include that district support, affiliation, and competition affect these relationships. Implications for further study are suggested.