The type of relationship between the members of an organization, their emotional balance and aesthetics have influence on effective and steady development of the organization. If there is working friendly environment in the organization, only then is it able to effectively function, change and improve. However, the emotions in organizations are often ignored and disregarded, as it is sought to artificially separate emotions from logical thinking and reasoning; sometimes emotions are even understood and valued as basically detrimental. Nevertheless, contemporary organizations gradually pay more and more attention to expression of emotions and search for means to regard them, incorporate and use in the most productive way. Talking about school as organization, Hargrieves (1999) notes that even its structure depends on resources and inside relationship, which can either facilitate work or make it more difficult, turn it into a productive or useless one, leading to satisfaction or spoiling one's mood. Pedagogues experience various emotions in their job, which are related to the education process or communication with their colleges. Physical environment at school also has effect on pedagogues' state of mind. Regard for emotions helps to make decisions, mobilize one's energy, promotes employees' commitment to the goals of the organization, increases the effectiveness of the performed activity and motivation to work, has influence on the workers' health and their mental welfare. The ability to recognize emotions and apply them at work is that missing element which ensures a more effective communication between employees (Strati, 2000). Research of organizations, grounded on aesthetical approach which criticizes rationality, emphasizes the importance of feelings and emotions and analyzes physical environment of the organizations according to aesthetical categories, are also not numerous. Analysis and research of organizations on the basis of aesthetical categories was done by Barry (1996), Määttänen (2005), Milani (1991), Montoux, (2002), Strati (2000). In Lithuania, such type of research has never been carried out, so the aim of this article is to evaluate the importance of relationship and emotions and to find out the school workers' attitude towards the aesthetical environment of the organization. The hypothesis that insufficient attention is paid to inside relationship and emotions at school is put forward. The goals of this article are these1. To highlight the role of inside relationship and emotions in the organization; 2. To define aesthetical categories in the organization; 3. On the basis of aesthetical categories, to find out the pedagogues' attitude towards the effect of the physical environment at school and inside relationship on their emotional condition. Research methods: analysis and synthesis of scientific literature, structured interview. In accordance with aesthetical categories approach, such pedagogues' attitudes towards the effect of the physical environment at school and inside relationship on their emotional condition have been discerned- The aesthetical category of "beauty" in the organization is composed of two main aspects - the beauty of inside relationship and the beauty of external environment. o Good inside relationship is based on respect, understanding, cooperation, help, encouragement, praise, consolation, sincerity, equality, openness, charity, confidence, tolerance, sharing information, ideas and experience, pursuit of a common goal and communication outside the organization. o The beauty of working environment, its aesthetical view has great influence on the quality of pedagogues' work. It is more pleasant to work in aesthetically attractive environment: in tidy and beautiful environment it is more easy to concentrate, it improves one's mood and self-confidence. Cosy working environment promotes respect, helps to focus on one's work and stimulates creativity. ? Aesthetical categories of "the grandeur" and "the sublime" appear when the significance of the work is understood, when other people value the work, endeavour and the results achieved, when pupils win competitions, perfectly perform in various festivals and public events.? The aesthetical category of "the ugly" is evident when the workers are humiliated, treated in a rude manner and no tolerance exists. Rumours, envy, defamation, delight at colleges' failures, dishonest competition, disrespect, fear to lose one's job, too heavy workload, unequal work conditions has negative influence not only on relationship but also on the general development of the organization. ? The aesthetical category of "the comic" manifests itself in the organization through jokes and tricks which improve mood and efficiency, generate positive emotions, remove tension and help to solve conflicts.? The aesthetical category of "the tenderness and the gracious" shows up in attractive environment of the organization, warm and sincere relationship between pedagogues, children and their parents. ? The aesthetical category of "tragic" appears in the organization when there is bad working relationship, inappropriate way of management, inadequate salaries and school financing, lack of teachers and premises for working, bureaucracy, too heavy workload, negative parents' attitude towards pedagogues or school reform is carried out. The hypothesis which was put forward, namely that insufficient attention is paid to inside relationship and emotions at school, has been proved. In many schools, pedagogues' emotions and feelings still remain ignored, as the preference is given to rationality and cold-blooded thinking. Attention to workers' feelings and experiences is often only official. 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Laužackas (2004) Lithuania labour echange as network and learning organization: main features // Education line, British Education Index- BEI, Brotherton Library University of Leeds http://www.leeds.ac.uk/educol/documents/00003860.htm - D. Bukantait? (2004) Lithuanian labor exchange as network organization: main features / Profesinis rengimas: tyrimai ir realijos Nr. 8, Kaunas VDU 30- 37 p. ISSN 1392- 6241. - D. Bukantait?, R. Laužackas (2004) Parameters of labour market as a learning organization/ Organizacij? vadyba: sisteminiai tyrimai, Kaunas VDU Nr. 29 7- 21 psl. ISSN 1392- 1142 - D. Bukantait?, T. Sabaliauskas (2003) Darbo birža: besimokanti organizacija? Teoriniai aspektai/ Jaunimas siekia pažangos 2003, Doktorant? mokslin?s konferencijos straipsni? rinkinys, Akadenmija 110- 117 psl. UKD 63(063) Ja 723 (in lithuanian) - D. Bukantait?, V. Targamadz? (2003) Cooperation in the Network of Educational Institution as an Opportunity of humanization of the pedagogical process/ Humanization of pedagogical process: reality and perspective, 124- 136 psl.ISBN 9984-754-07-3 - D. Bukantait?, V. Targamadz? (2002) "Development of the competences of vocational education and training teacher in the context of changing society"/ Teacher education in XXI century: changing and perspectives, 20- 26 psl.UDK 37.014 (474.) (06) Te- 01 - D. Bukantait? (2001) M. Montessori metodo reikšm? vaik? ikimokykliniam ugdymui švietimo reformos kontekste (2001) / "Tiltai" ISSN 1392-3137 (in lithuanian)