Reviews life cycle theories of developmental psychology and examines their applications in addressing the needs of adults who work in schools. Structural changes are needed if schools are to be responsive to the developmental needs of adults. (BJV)

Mature teachers become dissatisfied with their profession because it often retards their developmental growth. Teachers can be revitalized through the development of mentor programs, which promote adult growth. An empirically proven model for a mentor training program is described. (BJV)

The impact of stress burnout and on the educational organization is discussed. Observations include the need for clarity on the part of special educators concerning expectations of self and others. (JW)

The current agenda for school reform expresses the wish of elites to support traditional American values and social stratification, negating pluralism. The agenda has misconceptualized excellence, the necessary means to attain it, and the actors who will create it. An alternative is proposed based on teacher professionalism and local initiative.…

Argues that effective teaching is becoming progressively obsolete because of declining faculty involvement with teaching/learning. Identifies social change conditions affecting the teaching effectiveness of community college faculty. Discusses dimensions of alienation (i.e., powerlessness, meaninglessness, normlessness, isolation, and…

A new Carnegie Foundation survey of faculty is discussed. Faculty attitudes toward their profession and their department morale, teaching, and their current position are reported, and general faculty characteristics are identified. (MLW)

Teachers can gain strength to continue in their profession by consciously forging links--personal, parental, professional, promotional, and practitioner--that bind them to various constituencies. (MLF)

Current efforts to reform education may result in deskilled teachers who instruct through teacher-proof programs. The importance of interpretive, normative, and critical skills found in the social foundations of education are discussed as a solution to the problems found in education. (DF)

Describes an oral history project in which students at an inner city school in Boston produced a book about the history of their school and its neighborhood, thereby recreating a sense of community in an institution that has undergone profound changes during recent years. (GC)

Analysis of three English schools indicates that "low morale" is a diffuse phenomenon used by teachers to describe important aspects of their response to working life. It is always better management practice to accept this perception of reality than to take on defensive postures or deny its existence. (MLF)

Impressions regarding the teaching of history culled from classroom observations and implications for change that derive from these observations are discussed. Changes must include smaller classes, a reeducation of teachers to increase their knowledge and enthusiasm, and better teaching methods. (RM)

Surveyed part-time faculty and full-time, nontenure track faculty (N=119) at Montana State University and found a pool of experienced individuals generally dissatisfied with their work situation, particularly appropriateness of compensation and policies. Gender differences were noted in dependence upon the income from part-time teaching,…

This paper draws on the Western Australian School Effectiveness Study (WASES) to examine school-level factors associated with improved teacher morale as one measure of effective high schools. The 1997 WASES teacher sample included 212 teachers from 28 rural and urban high schools in Western Australia. Data analysis using the Multilevel Linear…

This report examines the relationship between each dimension of organizational climate (supportive principal behavior, directive principal behavior, engaged teacher behavior, frustrated teacher behavior) and the organizational commitment of teachers in Turkish public schools. Data were collected from 900 educators in 40 public high schools.…

Structural reforms in New Zealand attempted to remove teacher unions from any policy role, and these reforms sought to remove the unions from any involvement in education policy. Ten years later, in spite of a highly charged media campaign and the active anti-unionism of the industrial legislation, teachers still have an important voice in…