This thesis examines the views of A.C.T. primary school teachers about their work to build a picture of the culture of primary school teacher work of primary schools in the Australian Capital Territory. I define teaching culture to mean the behaviour, work practices, beliefs and possible habits teachers display in their efforts to perform the task of teaching. This description of teaching is possibly similar to what some authors describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a reflection of Deal's suggestion that culture describes 'the way things are done around here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher perceptions of the way things are, the culture of primary school teacher work, in the A.C.T. primary teaching system. The study has been designed to identify key workplace issues which preoccupy A.C.T. primary school teachers now and what they perceive to be the significant issues of the future, that is by the year 2005. The Delphi methodology was chosen to be the means to gather and refine information and perceptions from teachers its ability to clarify and refine issues and because the Delphi has amongst its advantages anonymity for participants and the use of experts in the data gathering. The study found that a high proportion of teachers feel stressed about attending meetings, yet wanting at the same time a say in the running of their school. Other results were that teachers considered they are poorly supported by the wider community and that a significant reward of the job was the interaction with the children. Teachers also believe that instructional methods will be radically different by 2005. The study aims to provide current information about the culture of primary school teacher work to teachers themselves and to present to interested authorities and institutions, such as the Department of Education and Training and The University of Canberra or the Australian Catholic University, recommendations for further research and practice to assist in policy design regarding the work teachers do. Some recommendations to the Department of Education and Training include: · the culture of primary school teacher work should be actively promoted to inform the community of the complexity of teacher work and to attract quality applicants to the profession; · that classroom teachers are resourced, at comparable levels to Public Servants or Departmental officers, with equipment such as computers and furniture; · that consideration be given to providing more inservice opportunities for teachers to pursue during stand-down (school holiday) time. Recommendations made to teacher-training institutions include: · regular research and reviews of teacher-training programs, with particular emphasis placed on beginning teacher needs and competencies and to highlighting areas newly recruited and experienced teachers consider require more training; · the design of comprehensive upgrading programs catering for the needs of newly appointed and experienced teachers.