This paper deals with different support systems available for teachers and stresses the importance of inservice teacher education. The first section discusses teachers' support systems, which usually include six domains: self, family, friends, job, community, and profession. Five models are used to describe the intensity of support of each domain and the interrelatedness of each of these forms of support. The second section deals with inservice education for teaching effectiveness. It is noted that these inservice activities can occur whenever an individual teacher, a group of teachers, an administrator, parents, students, or the profession feels the need, and that inservice education can be either informal, ad hoc, or structured. Seven steps are presented for developing structured inservice education for teachers: (1) select tentative inservice topics based on input from teachers, supervisors, and others; (2) define teaching effectiveness in relation to tentative topic; (3) measure current levels of effectiveness relative to all topics; (4) determine which topics will receive inservice resources; (5) select strategy for inservice education; (6) conduct inservice activities; and (7) evaluate inservice activities. The relationship between inservice education, support systems, and effective teaching is the topic of section three. (JMK)