TEACHER ALIENATION FROM THE SCHOOL SYSTEM IS VIEWED AS A THREE-STAGE PROCESS--(1) ALIENATION AT THE SOCIAL AND NORMATIVE STRUCTURE LEVELS, (2) ALIENATION AS AN ATTITUDINAL TENDENCY, AND (3) ALIENATION AS REFLECTED IN BEHAVIOR. RESPONSE DATA WERE ANALYZED FROM A SELF-ADMINISTERED QUESTIONNAIRE DISTRIBUTED TO ALL TEACHERS IN THREE SENIOR HIGH SCHOOLS, THREE JUNIOR HIGH SCHOOLS, AND THREE ELEMENTARY SCHOOLS (TOTAL SAMPLE SIZE, 237 TEACHERS). FINDINGS GENERALLY SUPPORTED 43 MINOR HYPOTHESES AND CONFIRMED THE STUDY'S TWO MAJOR HYPOTHESES THAT SYSTEM STATES OF BOTH OVERCONTROL AND UNDERCONTROL RESULT IN ALIENATION. ON THE ATTITUDINAL AND BEHAVIORAL LEVEL, IT WAS FOUND THAT FEELINGS OF ALIENATION FROM THE SCHOOL SYSTEM ARE REFLECTED IN TEACHER PERFORMANCE. COLUMN PERCENTAGES AND CHI SQUARE CORRELATIONS ARE TABULATED FOR 53 INDEPENDENT VARIABLES, RELATING TEACHER ALIENATION TO VARIOUS COMPONENTS OF THE SCHOOL SYSTEM, INCLUDING THE SCHOOL BOARD, TEACHER PEERS, PRINCIPALS, THE COMMUNITY, COMMUNICATION PATTERNS, SCHOOL SIZE, STAFF COHESIVENESS, TEACHING PRACTICE, AND EDUCATIONAL OBJECTIVES. THIS MATERIAL WAS SUBMITTED AS A DISSERTATION TO THE UNIVERSITY OF MICHIGAN, 1966, AND IS ALSO AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR, MICHIGAN 48103, (MICROFILM NUMBER 66-14,483) FOR $3.00 MF, $6.40 XEROGRAPHY. (JK)