This paper reports on a study of the impact of educational change on teachers' work in two Australian state education systems. The study was conducted in 1994 with a sample of 89 teachers and 87 school principals working in state schools in South Australia and Tasmania. Data were gathered through a semi-structured interview schedule and "teacher" and "principal" versions of a questionnaire. Teacher respondents identified 79 different changes in education which had significantly affected their work over the previous 5 years. The changes related to four major areas: students learning, teachers classroom teaching, the work of teachers as members of their school staff, and the work of teachers as employees of a statewide education system. Generally teachers on whom the "systemic" changes had the greatest impact reported more negative feelings about that particular change, about education changes in general, and about possible future educational changes than did teachers who felt more affected by changes from the other three areas. Teachers felt that the majority of changes originated in the central offices of their state system and that the changes served the interests of systems management. Only one-third of the teachers believed that the main purpose of the cited change was to improve teachers' teaching or students' learning. Lack of time was reported as the main impediment to effective implementation of change; teachers felt that the change had added to their workload and increased the pressures associated with their work. When the views of school principals were sought, there was strong congruence between the self-reports of teachers and the reports of principals as key observers of teachers work. (Author/ND)