Urban school restructuring, although it can break down bureaucracy and empower teachers, can also seem distant from the day-to-day problems of most teachers, and even increase teacher burnout. Many of the following initiatives of the school restructuring movement may intensify a teacher's frustration: (1) school-based management may raise the community's expectation but increase pressure on teachers and increase teacher frustration if new control does not lead to clear educational benefits; (2) accountability may increase teacher stress and promote covert competition; (3) career ladders may increase competition or result in bitterness as the criteria for promotion are ambiguous or tainted; (4) the intense atmosphere and professional demands of schools-within-schools can exacerbate tensions, favoritism, and competition for scarce resources as the minischools within the schools compete for recognition and resources and add a layer of bureaucracy and stress; (5) curriculum initiatives, when their implementation lacks appropriate staff development, mentoring, and peer coaching, can generate stress; and (6) flexible scheduling and team teaching do not work well in a school with a competitive ethos. Although all initiatives may improve urban education, only curriculum initiatives improve teaching and learning. Included are eight references. (JB)