This 467-item bibliography contains citations of books, published and unpublished papers, and journal articles, ranging in date from 1954 to 1970. It is divided into five sections: 1) general, 2) assignment and distribution, 3) class size and pupil-teacher ratio, 4) hours of work, and 5) morale. Availability from ERIC and the Canadian Teachers'…

Too often basic employee needs go unmet due to poor human relations practices and ineffective work management techniques. Managers can avoid the common mistakes listed, and meet the needs identified in this report by restudying basic management concepts. (JMD)

Reflects on some serious educational problems--a lack of time, a lack of promotional possibilities that leads to morale and motivational difficulties, a lack of clear relevant curriculum, and a lack of leadership--faced by teachers. (Author/RK)

An experienced teacher discusses her experiences in a tough, inner city school and offers suggestions for self-preservation, discipline, guidance techniques, how to handle irate parents, and security measures. (JMB)

Tabular analysis of responses from 595 elderly parents showed their filial responsibility expectations to be inversely associated with morale. Although the low income sample restricts generalizability, the findings suggest that in modern, urban settings high FR expectancies are inconsistent with high levels of morale. Implications for social…

The principal plays a key role in both teacher burnout and teacher stress, as both a major source of support and the major source of stress. Provides an inventory for evaluating teacher stress levels. Identifies seven important teacher supports, and includes suggestions for providing teacher support by principals. (MD)

Teacher burnout is characterized by three factors: emotional exhaustion and fatigue; negative, cynical attitudes towards students; and the loss of feelings of accomplishment on the job. Important predictors of burnout include a lack of participation in decision-making, inappropriate job expectations, a lack of teacher autonomy, and role conflict.…

Explores and defines teacher burnout and lists characteristics; (1) loss of idealism; (2) loss of motivation; (3) loss of concern; and (4) loss of energy. Specifically focuses on secondary teachers attitudes toward burnout in the Metro-Manila School System. Includes a list of responses to selected questions from the survey on burnout and…

Discusses goals, results, and effects of the Texas Examination of Current Administrators and Teachers (TECAT). The test may have damaged public esteem for teachers because stories of teacher incompetence and trepidation appeared alongside easy test examples. (PS)

Administered questionnaires on religion and well-being to 836 older adults. Found moderately strong correlations between morale and three religious measures (organizational religious activity, nonorganizational religious activity, intrinsic religiosity). For women and subjects aged 75 and older, religious behaviors and attitudes were particularly…

The classroom teacher often does not receive necessary positive reinforcement, which tends to lead to low self-esteem. Tips for helping the teacher become more self-aware and more self-confident are offered. (DF)

Teacher burnout has a significant impact on recruitment, retention, and performance of teachers. Basic assumptions, issues, and controversies that have influenced the understanding of teacher burnout are examined. (DF)

Faculty morale doesn't coincide with actual or perceived status. Expected to teach well, publish often, and keep the institution running besides, conscientious faculty members in a competitive university may be low in energy, as well as morale. (MLW)

Principals' goals of a highly motivated faculty and and effective school are not mutually exclusive. Evidence from an organizational study indicates that adherence to agreed-upon values accompanied by encouragement of individual autonomy promotes high morale among employees. (14 references) (CJH)

Reflects on the uniqueness of junior high/middle (JH/MS) school students, including their romantic rituals and fashion conformity, and offers these characteristics as reasons both for and against teaching JH/MS. (SRT)