ABSTRACT
Teachers’ lounges constitute an almost uncharted territory in the educational environment of schools. What happens in the lounge behind its closed doors? What kinds of interactions occur there? What functions does the lounge serve beyond being a place to rest between classes and maybe drink a cup of coffee? Is it a meaningless “non-place”, lacking any real importance in the culture of schools? Or is it an integral part of school life, with far-reaching consequences for the well-being and success of teachers, administrators and students? What is the nature of the climate of teachers’ lounges and what, if any, is their impact on the school climate and on students’ achievement?
