Forced teaching reassignment combined with curriculum implementation may have detrimental results. This negative effect is due mostly to the reassigned teachers' views of themselves. For instance, it is held that teachers are less motivated by the teaching act because their new work is unfamiliar; their damaged self-esteem makes curricular change difficult; the threat to their autonomy results in concern for themselves rather than their tasks; their "de facto" and "de jure" authority is challenged; their habits, imperviousness, and the nature of the teaching role interfere with curriculum implementation; and, finally, the teachers' past experiences influence their perception of the implementation. Other contributing factors are the reassigned teachers' view of the curriculum, of the people, and of the organization. The teachers tend to deal with their ignorance of the curriculum's content by developing an attitude of noninvolvement with their peers. They view the people with suspicion and respond by isolating themselves. Lastly, they perceive the organization with unfamiliarity. Several strategies suggested to curriculum managers for avoiding these effects include early identification of the necessity to reassign, provision of descriptions of curricular content, and orientation opportunities before the transfer. Five figures and 42 references are attached. (RG)