Bad or low morale exists wherever people are dissatisfied with themselves in relation to their environment. In recent years, there is evidence that declining morale has become a problem of national proportions in education. Dwindling enrollments and funding, a changing student body, and curricular adjustments, compounded by the inability of schools to attract and hire new young scholars with fresh ideas, have combined to be extremely unsettling factors. Teacher distrust of and conflicts with administrators have been intensified by collective bargaining and the rise of more militant, professional unions. These recent developments are usually blended with more traditional elements of faculty dissatisfaction, such as bureaucratic routine. Ideally, morale problems would be most desirably and successfully addressed as a joint effort of faculty and administration. The reality of the situation, however, is that administrators should take a leadership role, restraining both their enthusiasm and impatience, sorting the causes from the symptoms of low morale, and considering the following: (1) morale is often misperceived as an institutional phenomenon, but organizational morale is really a collective expression of individual feelings; (2) the quality of corporate morale is relative and lies in the eyes of the beholder; (3) good morale must be preserved by ongoing programs, while bad morale can only be corrected by a unified, collective, methodological, and extensive schedule of problem identification and response; and (4) administrators, staff, board members, and the community have a morale factor, as well as faculty. (EJV)