The purpose of this quantitative study was to investigate the strength of correlation between union-administrator relationships and principals' opportunities to create a positive school culture for learning during intent to strike conditions. The goal of this positivist study was to allow for an exploration of the extent to which union-administrator relationships correlate with a positive school culture for learning. Convenience sampling was used to survey 32 elementary principals from Ohio public schools. Each participant experienced strike conditions within the past three years. Participants completed a school culture questionnaire designed to measure the level of perceived union-administrator relationships and nine domains representative of school culture. Spearman rho statistics were used to analyze and correlate the union-administrator relationships with the school culture data. Results revealed a positive correlation between union-administrator relationships and eight of the nine school culture domains. Specifically, a significant positive correlation at the 0.05 level (2-tailed) was found between union-administrator relationships and two of the school culture domains. Findings from this study suggest intent to strike conditions do not create a negative working environment between union employees and administrators in public schools. Further findings revealed a positive correlation between union-administrator relations and school culture. This study links positive union-administrator relationships during striking conditions and effective school culture for student learning. Future research should be conducted to explore the link between school culture and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]