This book is a study of how the changing ethos of schooling transformed and redefined what it means to be a teacher. The fundamental reasons why people are drawn to the teaching profession have remained remarkably stable, while the ethos of the schools have changed since the mid -1960s.

Teachers and a Changing Society: 19641984 The New Ethos of Schooling and Strains on Teachers The Freedom to Teach Teachers's Freedom and Educational Choice The Authority to Teach Teacher's Authority in New School Culture The Power to Teach Teachers' Power in a Negotiated Environment Conclusion: Facing the Structural Strains of the Occupation Appendices References

Contemporary Studies in Social and Policy Issues in Education is designed to promote the publication of books and monographs exploring important current issues. Focusing on the major educational and social implications of research on schooling, these volumes address the important topics that encompass the broadest interpretation of the term schooling, including children's experiences within the educational environment of their home, daycare settings, and primary and secondary schools. Each volume examines cutting-edge research and conceptual models, illuminates special social issues and implications for educational practice, and springs from original research that incorporates a thorough analysis of relevant literature. The series is comprehensive of current topics as well as perennial issues such as teacher education and early childhood education policies.