Teacher militancy in America has increased rapidly in the past decade, as evidenced by the rapid increase in teacher strikes. Teachers are frustrated by substandard salaries, lack of authority over teaching conditions, and absence of professional autonomy. Teachers demand greater participation in educational decisionmaking. Three models used in conceptualizing teacher involvement are: (1) modified hierarchy, where teachers may make recommendations but ultimate decisionmaking authority remains with management; (2) academic, where certain areas of responsibility are delegated to faculty; and (3) union, where teachers and management are regarded as conflicting parties and differences are resolved by negotiation. The present situation in public elementary and secondary education appears to favor the union model -- implying an increase in conflict between school managers and teachers and in teacher participation. The ultimate impact of teacher militancy on educational quality remains to be seen. Related articles are EA 003 517, EA 003 519, EA 003 520, EA 003 521, and ED 044 833. (RA)