This study attempted to formulate a method of assessing teachers' affective states that can predict the course of teacher contract negotiations. Researchers attempted to analyze and quantify teachers' feelings of professional role deprivation (PRD) and attitudinal militancy and to assess the relationship between the two. Professional role deprivation was defined as the discrepancy between desired and achieved professional status. Questionnaires were used to assess attitudes of Alberta (Canada) teachers in 1977-78. Results indicated that a higher level of PRD in regard to recognition for teaching and responsibility for fostering high standards is associated with increased receptivity to political activism. It was also found that a higher level of PRD in regard to control over working conditions is significantly associated with increased receptivity to the use of political activism and strikes during negotiations. A major conclusion was that in 1977 there was very little attitudinal militancy among Alberta teachers. Support was also found for the theory that higher PRD is correlated with a more supportive attitude toward militancy. The matters on which larger amounts of PRD were registered are largely controlled by the provincial department of education. The research has yet to determine how the PRD and attitudinal militancy found were related to actual negotiations proceedings. (Author/JM)