The purposes of this study were (1) to identify through the Teacher Problem Inventory the perceived problems of selected teachers of two different types of Catholic elementary inner-city schools in Chicago and (2) to compare through the California F-Scale the perceived problems of open and closed-minded inner-city teachers of selected Catholic elementary schools in Chicago. Responses of the teachers to the Teacher Problem Inventory were considered in relation to the teachers': age, sex, race, number of years taught in the inner-city, type of schools, open or closed-minded and religious or lay teachers provided the basis for data analysis.

This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals. Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation. The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average. The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs. / Ed. D.