This research report on teacher militancy, published by the Canadian Teachers' Federation, seeks to ascertain the extent to which various groups of teachers are prepared to adopt militant bargaining strategies, and to identify factors which may contribute to the development of militant attitudes. The report first broadly defines militancy among teachers as "aggressive behavior and conflict-oriented strategies in (teachers') collective contacts with the centers of power and authority in education." It then goes on to discuss the problem of analyzing and describing teacher militancy in relation to several traditionally important characteristics of a professional organization, including autonomy, public commitment, personal responsibility, and suitable recognition of members' achievements. The report also discusses and considers professionalism among teachers. The major part of the report explains and discusses the structure and method of the study. The section wich deals with the results of the study contains a discussion of the original hypotheses and a general analysis of the results. The concluding observations presented and discussed stated that (1) the great majority of teachers prefer nonmilitant methods; (2) the perceived needs of the teachers focus on their professional autonomy and the recognition they receive as persons; and (3) self-fulfillment is the key to the new professionalism that is emerging. Appendixes are attached which contain comments from responding teachers, the questionnaire, and the mechanics of the survey. (BD)