A TYPOLOGY FOR A THEORETICAL APPROACH TO TEACHER-WORK RELATIONSHIPS REGARDS THE SCHOOL AS AN EMPLOYING SYSTEM WITH SETS OF CONTRASTING SYSTEM-WORKER RELATIONSHIPS--(1) FORMAL-PERSONAL OR TRADITIONAL AUTHORITY, (2) DISCRETIONARY-PERSONAL OR PERMISSIVE PERSONALISM, (3) FORMAL-GENERALIZED OR ORGANIZATIONAL FORMALISM, AND (4) DISCRETIONARY-GENERALIZED OR OPEN SOCIETY. THE RELATIONSHIPS ARE DEFINED IN TERMS OF THE DEGREE AND DIRECTION OF AUTHORITY INVOLVED AND THE EXTENT TO WHICH THE BOUNDARY OF THE PARTICULAR SYSTEM IS OPEN OR CLOSED. THE MUTUAL REJECTION OF EACH OTHER'S IDEOLOGIES BY TEACHERS' ORGANIZATIONS AND SCHOOL BOARDS LEADS TO FIRM POLARIZATION OF THE RESPECTIVE GROUPS' POSITIONS. THIS MAKES NEGOTIATIONS ON SPECIFIC ISSUES DIFFICULT AT A TIME WHEN WORKERS ARE DEMANDING AN INCREASINGLY HIGHER RETURN IN THE EXCHANGE PROCESS OF RIGHTS AND DUTIES SERVING SYSTEM GOALS AND INDIVIDUAL NEEDS. IT IS THEORIZED THAT A SATISFACTORY SOLUTION OF TEACHER-WORK RELATIONSHIP PROBLEMS WILL RESULT WHEN THE SCHOOL BOARD AND THE TEACHERS' ORGANIZATION ARE VIEWED AS SEPARATE SYSTEMS INTERACTING THROUGH EXCHANGE UNITS IN A NEGOTIATIONS SUBSYSTEM. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK CITY, FEBRUARY 17, 1967). (JK)