The philosophical split between behaviorists and humanists has caused tension among education faculty on many campuses. Foundations faculty often identify themselves with a "humanist" perspective, while administrators, increasingly pressured by state mandates and public calls for accountability, adhere to behaviorist management principles and practices. Thus, humanist faculty frequently find themselves with the problem of maintaining the integrity of their value system and their personal welfare, particularly in times of reduced resources. A review is presented of faculty appraisal systems and management styles of teacher education departments, and an analysis shows how these systems and styles affect the productivity, status, and morale of education faculty, especially foundations faculty. Examined are issues which relate to accountability, reward systems, faculty morale, and philosophical orientation in one teacher education department. Results of a career orientation inventory, which identified the career attitudes, needs, and values of 17 faculty members, are presented. An analysis of the results of the inventory, when examined in the context of salary and career advancement, indicated that foundations faculty suffer materially because of their philosophic base in the humanistic approach to education. (JD)