A group of educational scholars address topics and issues relating to teacher commitment and institutional performance and productivity. The various essays discuss working conditions, incentives, decision making and the role of the administrator.

What makes a good, committed teacher, one who comes up with new teaching strategies, ideas and programmes that improve the way children learn? This volume considers this question and such issues as minimum performance standards for teachers, ways of encouraging teachers to do more and whether a radical increase in salary will improve their performance. Contributors examine the how and why of current school standards, with suggestions for future research and, importantly, potential solutions to current problems.