The literature describes a wide range of possible outcomes related to teacher development. From candidates' preservice training, to staff development for teachers, consistent growth and change occurs. The stages of this growth have been viewed as discreet units of training and practice. The literature suggests a number of methods for correcting this problematic view. Realities of the teaching profession are often the result of distortions created by educational institutions. When teachers become dissatisfied with the realities shaped by educational institutions, they often leave the profession or experience burnout. The worst outcome occurs when teachers stay and perpetuate unhappy realities with mediocre performance. Research on work behavior, self-efficacy beliefs, and burnout promotes an understanding of the need to improve teacher education. The profession is in danger when teachers spend less than 50 percent of their time on instructional activities, and have little or no time to interact with peers in a collaborative way. Ideally, teachers would be brought into the mainstream of the education profession and supported, developed, and advanced. Teachers need to be inoculated against the scourge of burnout, which begins in their training and continues in their practice. (RH)