Research was conducted to determine: (1) what school districts and schools do to encourage teachers to gain proficiency and use microcomputers in their teaching; (2) how teachers' microcomputer-based teaching practices respond to the actions of districts and schools; and (3) which district and school activities have the greatest incentive value for each of these outcomes. Data were analyzed from an earlier study which described how teachers believed to be "successful" microcomputer users used computers for instruction of mathematics or science at the elementary or secondary level. The final sample consisted of 65 teachers in 49 schools and 25 districts; two-thirds of the teachers taught sixth grade or lower and 52% were female. Results indicate that adequate technical support is the most important determinant of increased integration of microcomputers into regular instruction; in addition, more varied microcomputer use was found when the teacher had a voice in selecting courseware for acquisition by the district. Preliminary findings also suggest that policies and incentives other than technical support play an influential role in stimulating teacher participation, e.g., "intrinsic" incentives, (a computer set aside for teacher experimentation), and "extrinsic" incentives (the possibility of a promotion and a pay raise). Finally, few significant relationships were found between teacher and student variables with support and incentives, on the one hand, and with teaching practices, on the other. A list of references is provided. (JB)