This study investigates the life of rural Filipino teachers and assesses their role in civic or community improvement. The purpose is to locate the activist teachers and further to explain why certain people are more involved in the community. Two approaches are used: first, ethnographic material from informants and personal observations on the cultural and political context of education, i.e., on the educational bureaucracy, village factionalism, and occupational clique groups are presented as conditions for teacher role behavior; second, interviews of over 600 randomly sampled teachers and community members are used to relate selected demographic and attitudinal factors to actual teacher civic participation. This juxtaposition of the descriptive contextual data and the survey data on individuals (presented in 63 tables) should provide richer ethnography of the Filipino teacher and his educational system and also provide a fuller explanation of general and individual teacher civic role behavior. In sum, teachers, as a community development resource, are reluctant "missionaries" operating in a very difficult professional and cultural milieu. Activist teachers are most likely to be professionally responsible and have high community status. Practical recommendations and areas for further research are discussed in a final chapter. Measurement instruments and reference list are appended. (Author/DJB)