Minnesota teachers of the year (N=18) were interviewed to identify motivation and organizational incentives for exemplary classroom performance. Values and role behaviors of high-vitality teachers differ from those assumed by rational management models calling for incentives such as increased academic preparation, career ladders, and merit pay.…

A Learning Consortium formed by 4 school districts and 2 higher education institutions in the Toronto area brings together teachers, administrators, and professors in a collegial partnership that focuses on educators' sustained professional development. In a "living laboratory" environment, the group works to link classroom and school…

The nation's teachers are dissatisfied with school reform impacts. To improve schooling, we must begin with the children--not dry abstractions such as students, cohorts, and classes. Teachers recommend that well-paid, literate older people help in classrooms, since children are arriving at school with fewer skills and less readiness. (MLH)

Results are reported from a study which examined the extent to which teacher personality characteristics, organizational structure, and principal's leadership style are determinants of teacher burnout. Additionally, the influence of four background variables (personal, experiential, environmental, and health factors) were also examined.…

Teacher empowerment requires investing in teachers the right to participate in the determination of school goals and policies and the right to exercise professional judgment about the content of the curriculum and means of instruction. Implications of this conception and the kind of school leadership it requires are discussed. (IAH)

Structured observation of the work behavior of five elementary school teachers revealed that, in comparison with secondary school and sixth-grade teachers, these subjects exhibited higher levels of "busyness," possibly resulting from the wider array of needs and demands of younger children with higher activity levels. (Author/CB)

Aspects of the organizational contexts of schools and classrooms and various teacher psychological states are examined to explain variations in individual outcomes of staff development intended to improve teacher performance. A path model--based on theories of individual behavior and change within organizations--is presented and tested. (TJH)

Devolution is rapidly becoming a tangled web of misunderstandings, distortions, and lies. It is time to unravel some of the complex issues, undisclosed interests, and manipulation masquerading under the devolution rubric. Most current redefinitions of schooling are probusiness and serve "big-town" interests. Schools should not reorganize…

Presents questionnaire results from teachers in Australia examining how they attribute responsibility for their job stress and satisfaction. Suggests that difference levels of stress exist at elementary and secondary levels. Concludes that teachers attribute responsibility for stress to themselves in relation to their perception of their…

Identifies 10 questions that dominated the 1990 WPA Conference at Portland, Oregon, part of a continuing dialogue over professional standards in writing instruction. Captures the voices of conference participants as they pose answers to the issues raised in the Wyoming Resolution and the Statement of Principles and Standards. (RS)

Offers parable concerning cobbler who lost control of how he operated within his profession. Notes many teachers also feel they are not in charge, that the curriculum is driven by standardized tests and/or the scope and sequence of the published program adopted by the school system. Expresses encouragement that a growing number of teachers are…

Presents a model for utilizing undergraduate teaching assistants in the basic communication course. Discusses the rationale for using undergraduates, responsibilities of the teaching assistant, and reasons students select a teaching assistantship. Considers selection, training, evaluation, and advantages and disadvantages for the students,…

Among 373 Jewish and Arab elementary teachers surveyed in Jerusalem, Jewish teachers reported higher occupational stress overall and in relation to community and parental expectations, whereas Arab teachers were more stressed by working conditions and professional image. The two groups also differed in coping strategies for managing job stress.…

A survey of 154 rural special educators in the areas of mental retardation, learning disabilities, and emotional conflict found no significant differences in stress levels among groups, as measured by the Teacher Stress Inventory. An ad-hoc analysis found no significant differences among groups in supervisor support, room type, or job…

Addresses the problem of bureaucratic control over what is taught and how in the classroom. Suggests that only by allowing classroom teachers to be part of curriculum decisions will public schools promote the growth of academic freedom and creative thinking. Argues that quality teaching is more important than political safety or obedient teachers.…