There is a great difference among teachers with respect to their skills, what they like to do, what they do best, what they are trained to do, the levels at which they like to work, and their degree of commitment to the profession. They differ further in their interest in dealing with administrative problems, filling leadership roles, developing curriculum, and carrying out instructional research. These differences make worthwhile the investigation of alternate staffing concepts. Such an investigation should examine existing staffing programs in schools to determine the strengths and weaknesses of staffing theories, as well as their implementation in schools. It should examine the costs of such programs in relation to alternative staffing patterns and seek evidence of changes in pupil performance that have been associated with different staffing patterns. (Author/JF)