Three basic issues examined in this research include why superintendents are disturbed about teacher militancy; whether superintendents view teacher militancy as threatening to local decisionmaking, damaging to public support of education, adversely affecting professionalism, causing severe role conflict for administrators, driving out administrators from teacher organizations, adversely affecting the school organization, or threatening administrative authority; and whether superintendents suspect the motives of militant teachers and believe their militancy is "bad" for education in general. Results indicate that superintendents are divided in their attitudes about teacher militancy, but that the great majority are definitely perturbed by it. Superintendents interviewed were most concerned about public support of education; teacher radicalism and selfish orientation; administrator-teacher relations; and professional education. (Author/WM)