This monograph is the first in a group of studies on the role of education in the formation of social and civic attitudes. It is the basic tenet of this study that the differences in background, attitudes, and behavior of secondary school teachers in Uganda have significant implications for the effects which schools have on the attitudes, values, and knowledge of the pupils. The identification of various types of teachers in terms of their own orientations towards crucial aspects of the national development of Uganda provides important baseline information for further studying the school as an agent of political socialization in new states. Chapters include descriptions of: 1) educational system in Uganda; 2) sampling procedure; 3) pretest, coding and analysis, questionnaire administration, data processing; 4) factor analysis; 5) definition of teacher groups; 6) teacher communications behavior, affective and cognitive orientation toward government, awareness and discussion of National affairs; 7) teacher views of pupil participation, and relevance of education; 8) teacher interaction with society, and the community; and, 9) teacher as an innovator. The present analysis could prove useful for the planning tasks of recruiting, training, and utilization of the teachers. (SBE)