Research about the American experience with school reform has underscored time as the major obstacle to change. This book presents a psychosocial perspective of time and the problems it presents for teachers and administrators in an era of time scarcity. Specifically, it explores the effects of five major concepts (time investment portfolios, temporal orientation, sense of time passage, engagement and participation motivation, and time-clock orientation) on the lives of classroom teachers and the school organizations in which they work.. Chapter 1 examines how teacher participation in the reform movement can be viewed from a time perspective, highlighting the roles of time, energy, and purpose in the reform process. Chapter 2 examines various psychosocial components or constructs of time and explores their effects on classroom teacher behaviors. Chapter 3 discusses time's role in the lifetime of teachers. Chapter 4 discusses the relationship between time and teacher productivity from a school-organization perspective. Chapter 5 examines the currency of exchange between teacher time and school-organization time, highlighting conflicts, congruences, and resultant behaviors such as commitment, burnout, pushout, and dropout. Chapter 6 addresses management of the change and reform process, and offers strategies for increasing teacher time commitment to change and reform, and to encourage teacher participation in reform. (Contains 65 references.) (MLH)