This paper familiarizes the educational community with the research on teacher concerns that has taken place since the publication of Fuller's 1969 article "Concerns of Teachers: A Developmental Conceptualization" (SP 003 919). Two studies are described concerning reliability of information for the Teacher Concerns Statement and the establishment of the bipolar nature of the self-benefit-pupil-benefit continuum of teacher concern. More than 1,500 preservice and in-service teachers have been administered an open-ended questionnaire titled Teacher Concerns Statement. Scores for the analysis reported in this paper are based on a six category system. These categories include concerns about a) role orientations, b) self-adequacy as a teacher, c) whether the teacher is liked by his pupils and what his pupils are like, d) whether pupils are learning what is taught, e) whether pupil's individual learning needs are being met, and f) improvement of the educational system. Results of the reliability and factor analytic study emphasized the need for the development of a machine-scorable instrument, the character of which would eliminate the problems associated with coder reliability. Appendixes and an 11-item bibliography are included. (MJM)