The author enters a plea for educators to use their new-found muscle to effect important curricular and methods changes in their schools. (Editor)

The author describes his feelings as the only teacher at his school to support the New York City teachers' strike in 1961. (SJL)

The ambivalent attitudes of prospective administrators is the tip of the iceberg, hiding resentments which have been aggravated by teachers' militancy and administrators' obtuseness. To get teachers to understand and cope with these feelings, as they study educational administration, is an important challenge for professional schools of education.…

Teachers unions have reached the highest peak of power they are likely to enjoy. But, by abandoning their commitment to children and adopting a trade union mentality, educators are likely to promote a backlash to curtail their power in this era of increasing conservatism and tightening budgets. (SJL)

Examines forces which are undermining the principal's leadership role and ability to effectively administer the school: teachers and unions; the competency movement; political and community interest groups; and media pundits. (SJL)

When teachers strike, most people assume their grievance is money. But a recent survey of 18 Montana schools reveals that much teacher discontent stems from their lack of involvement in site-level decision making. A Faculty Senate Policy Committee is proposed to facilitate teacher participation in policy formulation. (SJL)