Low staff morale results from professional lives that have little meaning; from frustration and the inability to change what is happening; and from muddled goals and demands exceeding scarce resources. Schools with high staff morale have very distinctive features, including a sense of community. Factors determining high morale are: (1) input into important decisions; (2) recognition and appreciation of teacher and student achievement; (3) a school climate reflecting a feeling of unity, pride, cooperation, acceptance of differences, and security; (4) good communication; (5) opportunities for meaningful professional growth; (6) clear, shared goals; (7) strong, supportive leadership; (8) quality time for collegial interaction; (9) well-maintained physical facilities; (10) good human relations; (11) encouragement and reward for risk taking, innovation, and good teaching; and (12) attention to professional and personal needs. A good start is reviewing local morale factors by using paper surveys, interviews, or group discussions. Principals need to ask themselves some hard questions concerning leadership and communication deficiencies. Taking identified needs seriously and beginning to act on them are morale boosters. Principals are responsible for responding to daily human concerns, for understanding scheduling demands, and for fostering recognition programs, staff meetings, shared leadership, good communication, and professional development. Illustrations from several schools are provided. (MLH)