Humaneness in education is a necessary ingredient, says this educator, but the urge to uplift each educational innovation as the ultimate answer to our educational problems should be held in check. (Author/RK)

The author advises new interns that their success as teachers will depend critically on their ability to manage time--to handle lessons, administrative tasks, counseling, and social activity all within the framework of a 50- to 60-minute class period. (SJL)

Teachers are beginning to collectively voice their complaints about the stresses they face in school. While talking about the problems of low morale and poor school climate won't solve these problems, the public is being alerted that teachers need help, not further criticism. (SJL)

Criticizes Herbert K. Heger's article in the same issue of the journal. Argues that Heger's analysis and suggestions for solving the serious problem of teacher burnout are inadequate. Proposes changes in workplace environment and administrative support as solutions. (HB)

Describes a lengthy list of excuses used regularly by some teachers to justify the poor results of their own teaching. Criticizes the attitudes of incompetent teachers who are willing to blame anything for their failures except themselves. (HB)

Authors summarize the benefits to be derived from a comprehensive in-service program and include a recommended organizational chart. (Authors/SP)

Argues that a teacher's beliefs about self and profession, which affect morale, motivation, and satisfaction, are based upon unconsciously self-told tales or personal myths. Describes Joseph Campbell's concept of personal myth and shows how teachers might alter it to improve morale and self-esteem. (HB)

Explores several crucial factors that may be involved in the high level of teachers' disenchantment with their work. Cites several approaches that teacher educators can use to help teachers cope with the pressures of teaching. (FL)

Stresses the necessity for the public to have a genuine respect for teaching as a profession and for teachers as professionals. Emphasizes that the public must view teachers as individuals who know what they are doing, are knowledgeable about their work, and are acting in good faith for the benefit of the students. (NKA)

Offers a checklist for administrators to use in evaluating their interpersonal relationship with teachers. (HOD)

Author applies the thinking of Maslow and others to the individual vs. organization relationship within the schools; differentiated staffing is seen as a means of increasing teacher involvement. (SP)

Defines staff morale, discusses its importance, and delineates the areas in which a personnel administrator should provide leadership to create positive morale. (SRT)

Presents a list of potential ways the administrator may affect the school climate toward encouraging change and innovation by helping to minimize staff stress and burnout. (Author/SJL)

The ambivalent attitudes of prospective administrators is the tip of the iceberg, hiding resentments which have been aggravated by teachers' militancy and administrators' obtuseness. To get teachers to understand and cope with these feelings, as they study educational administration, is an important challenge for professional schools of education.…

Suggests that improving teachers' job satisfaction is paramount in an era where half of new teachers drop out of the profession in the first five years. Discusses sources of teacher dissatisfaction, benefits of collegial investment, shared leadership, support meetings, mentoring, and lessening dissatisfaction. (RS)