This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

This research explores the responses of eleven teachers, drawn from teaching, managerial, policy, and union levels, to their involvement in the development and implementation of Teacher Review and Development (TRAD) and Individual Development Plans (IDP). Through a case study methodology that uses a phenomenological approach, this research found that TRAD and IDP had little credibility as tools of teacher development or appraisal for teachers because of a range of complexities that included the politicisation of the processes, a lack of financial and resource support, and varied quality control measures. The research elicited a list of criteria for successful design and development of appraisal processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and modelling of the processes, clear goals with stated end dates and recognition for involvement, appraisal that is integrated in existing work practices and based on shared understandings of work value, the provision of resources and time targeted at the appraisal process, a commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher development and not directly linked to salary "reward". The research concludes that authentic teacher review and development will not take place until teachers themselves take on the responsibility, as a professional group, external to their employer, for the design of teacher review and development.