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A great deal of research into teacher morale has been carried out in the United States and in Australia, particularly N.S.W. Little if any research into teacher morale has been carried out in England and so the writer, who was visiting the country, decided to administer a questionnaire to a sample of state secondary schools. The purpose of the investigation was twofold: to demonstrate the practicality of undertaking further research and to decide if the instrument in its present form was sufficiently sensitive to measure the morale of English school teachers. For these reasons, the research had to be considered a pilot study. The questionnaire was administered to three English state secondary schools with an 88 percent response from the teachers. The data collected were analysed and some tentative conclusions were reached. The main findings were that, in its present form, the instrument was not suitable to measure teacher morale in England, that there was a need for future research into teacher morale and that older teachers apparently displayed higher morale than younger teachers.

Teacher morale in Singapore is investigated by a validated questionnaire of 20 items. Low morale in Singapore is exaggerated by a shortage of teachers, especially graduates. Government efforts to remedy this are described: better pay and non‐monetary incentives. The factors causing low morale are within the locus of control of school administrators.

This paper discusses certain factors which are considered basic to an understanding of the morale concept. Particularly does It endeavour to show a difference between job‐satisfaction and morale. Morale is to be understood in terms of forward‐looking and confident striving towards the achievement of a shared and vital purpose or goal. Arising from a wider study being carried out by the author, significance is found in individual teacher's differing perceptions of the same situation. A simple paradigm is suggested as the basis for further hypothesizing and research.

Purpose – Organizational and work studies consistently find an interrelationship between employees' relationships with coworkers to their morale, as indicated by their satisfaction and commitment levels. This same research shows organizational climate, as indicated by levels of trust and shared values and norms in the organization, strongly benefiting from satisfied and committed employees.Methodology/approach – This chapter concretizes workplace relationships using multipanel network data from 15 Indianapolis charter school teachers.Findings – With these data, network traits related to network cohesion, strong ties, and in-group identity identified as central processes undergirding affective relationships are directly tested. A feedback loop between organizational climate and employee morale, where both mutually reinforce the other, is also discussed.Implications – These findings show that affective relationships with coworkers improve employee morale and organizational climate.

Graduate students of the University of New England (U.N.E.) during the period 1970–1984 wrote one hundred dissertations on morale in a wide variety of educational institutions. The Staff Morale Questionnaire (S.M.Q.) developed and progressively refined at U.N.E. was extensively used in these and other studies in Australia. The project's greatest value lay in the way it enabled external (i.e. off‐campus) students to develop their academic critical abilities in a guided research effort, and in the ripple effect which has enabled numerous administrators in Australian schools to gain some sensitisation to and understanding of the importance of organisational morale.

The purpose of this paper is to examine the possible impact portable classrooms have on the teaching and learning process by exploring current related literature.

This paper takes a synthesis approach, analyzing current studies to assess the impact of portable classrooms on teaching and learning.

No significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior is detected. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse.

An experimental study on the impact of portable classrooms on teaching and learning is needed. Analysis of current studies indicate that the impact of portable classrooms on teaching and learning is not as negative as assumed. Still, the negative effects of deterioration or lack of maintenance cannot be underestimated; making implementation strategies, maintenance schedules, relocation plans, and plans for ultimate replacement vital.

This paper represents the first of its kind to synthesize the findings of current studies on portable classrooms. Results are of great value to educational decision makers.

This paper reports on the construct validity of an instrument initially developed to measure five dimensions of morale among Australian teachers. Using factor analysis, the authors confirm earlier findings that this instrument (the Staff Morale Questionnaire) taps only three dimensions—cohesive pride, leadership synergy, and personal challenge. The dimensional structure appears also to be stable across different samples of teachers.

The research predicts which public school teachers are likely to resign their union membership since agency fees were found unconstitutional in Janus v. AFSCME. We compare teachers in right-to-work states with comprehensive collective bargaining laws with teachers in former agency shop states, using unique district-teacher matched data constructed from the School and Staffing Survey. We find that teachers who are male, Hispanic, part-time, with alternative certification, work either in charter schools or in schools with more students qualifying for free lunches are more likely to become nonunion. Teachers who are black, work under a collective bargaining, have post-graduate degrees, are more experienced, work in larger schools or in areas with a higher cost of living, perceive more school problems or a poor school climate, work in an elementary school, or teach special education are more likely to remain union members now that agency shop provisions are unenforceable.

This research was designed to investigate the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. This paper aims to address these issues.

Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The My Classroom Appraisal Protocol^© (MCAP) is used to gather impressions and attitudes of teachers. The MCAP is entered into the internet, and teachers in the selected schools are asked to voluntarily complete the instrument and submit it electronically.

The differences between the responses of teachers in satisfactory buildings are significantly different than those of teachers in unsatisfactory buildings at the p<0.05 level of confidence. Similar results are obtained on the attitudinal scale of the MCAP, again at the p<0.05 level.

The size of the population is small, which limits applicability.

These findings clearly indicate the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.

The findings indicate the condition of the classroom can cause morale problems with teachers. School authorities need to recognize the importance physical conditions have upon teachers so that negative feelings and attitudes do not pervade the faculty. Such feelings eventually may influence the achievement of students.

Deming’s quality managment principles (TQM) are widely used as a school restructuring vehicle and produce increases in student achievement and self‐esteem and increased teacher morale and self‐confidence. Application of Deming’s principles and the TQM problem‐solving tools and techniques can be used to solve noninstructional problems of schooling. These areas, which create unnecessary costs to the school and community, include vandalism, school dropouts and student absenteeism. This case study presents a model for principals to apply to provide quality outcomes, at reduced cost, in noninstructional areas. Using teachers, parents, community members, and applying the problem‐solving tools and techniques of TQM to identify root problem causes, principals can identify realistic solutions which yield positive results and reduce costs in academic and nonacademic areas.