Presents nine avenues to self-renewal for the principal who needs constructive activities to escape from stress and burnout. (Author/WD)

A recent survey of K-12 teachers in a middle-sized midwestern school system sought to identify the stressful conditions of the teaching profession as perceived by teachers. Women ranked lack of time as the greatest source of stress while men ranked disruptive students as the most stressful condition. (Author/WD)

The American Academy of Family Physicians initiated a study to identify and examine certain life-style patterns in representative groups of people. This article presents the responses from teachers, including their perceptions of factors contributing to stress, problems at home, and allocation of time. (WD)

Discusses the dilemma posed by critics who want public secondary schools to forego specialization, fragmentation, and individualization and institute higher standards, better behavior, a narrower definition of what constitutes an education, and a heavy emphasis on communality. (Author/WD)

Offers guidelines for secondary school administrators who need to evaluate reading instruction or to choose among alternative reading programs. (Author/WD)

Describes the reading program for gifted readers implemented in the Hauppauge Middle School on Long Island (New York). Covers selection criteria, curriculum, objectives, and strategies and provides a list of references for further reading. (Author/WD)

Presents the Quality Reading Program Questionnaire, which has been used in more than 100 school districts to evaluate or improve existing reading programs. (Author/WD)

Describes a cooperative reading plan for secondary schools that involves the entire staff and student body in organizing an effective reading program. Student needs and interests are central to the plan. (WD)

As instructional leader, the secondary school principal can make a difference in increasing reading skills. Those activities that have been shown to be effective include understanding the reading process, spending time in classrooms, and communicating reading's high priority. (Author/WD)

Reviews the history of humanistic education in the United States and proposes that teachers can achieve the ideals of humanism by being genuinely interested in their students. The humanistic teacher is characterized by fairness, vitality, and concern for student welfare. (WD)

Argues that two major transitions in a teacher's professional development offer inherent possibilities for occupational growth--the tenth year, in which teachers opt for a classroom career, and the twentieth year, which marks a major alteration in attitudes towards students and towards the process of aging. (Author/WD)

Offers advice to those trying to secure their first administrative positions or to those wishing to relocate. Discusses the resume, the cover letter, the interview, and how to generate leads. (Author/WD)

Describes the school system that has emerged in the German Democratic Republic since World War II. The present system provides a quality socialist education for all students and emphasizes theoretical and practical career education at all levels. (Author/WD)

Synthesizes the general results of a year-long study of teachers in a suburban high school in New York that explored teachers' perceptions of their roles and responsibilities. The findings are presented here to help principals better coordinate their efforts with teachers to improve schools. (WD)

Presents a model for needs assessment in school programs. The approach collects data from personal interviews with students, parents, community members, and professional staff; from an analysis of the existing curriculum; and from an in-depth student profile. (Author/WD)