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The article focuses on the core ideas left by Cecilia Braslavsky, the late director of the International Bureau of Education of the United Nations Educational Scientific and Cultural Organization, for an in-depth re-think of the teaching issue. A statement of Braslavsky in an interview at the beginning of 2004 highlighting the importance of teachers is offered. She was also concerned with the living and working conditions of teachers.

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Abstract. Argues that fundamental mistakes have been made in the way in which business school professors have been managed in many schools. The effects of our well-meaning actions in enhancing income and conditions for this fortunate group of people has exploded in our faces and left us with many professors who contribute little to their universities, their disciplines or professional groupings, or to industry and commerce. It may not be too late to rebuild the academic leadership of the key business disciplines so they fulfil their promise, but this first demands that this problem should be recognised and addressed. [ABSTRACT FROM AUTHOR]

The article reports on the influence of the changing conditions of service in recruiting teachers in Nigeria. It discusses the comparative study regarding the Pre-Udoji and Post-Udoji attitudes of the students in Nigeria towards teaching in the primary schools wherein it proves that improved conditions of service have a significant impact on the students' attitude patterns and interest. Thus, the improved social and economic welfare of the teachers lead to an increase on the demand of teaching profession.

This article investigates the economic, legal, and social status of teachers through tracing the development of certain patterns, or analysis of existing status, or evaluation of existing status with recommendations for improvement in the U.S. To determine the legal status of public-school teachers, it is necessary to analyze constitutional and statutory provisions, school board rules and regulations, and judicial decisions. Much of the research reviewed in the areas of the social status and prestige ranking of the teacher and teaching as a profession leaned heavily on summaries of social and occupational studies conducted before 1955. Some variation exists between the evaluations of teachers' social and community adjustments by persons outside the profession and evaluations expressed by teachers themselves.

This article provides literature relating to the economic, legal, and social status of teachers. It talks about data and trends on the salary level of teachers and comparisons of this level with industrial wages, with salaries paid in other professions, and with the cost of living are available. Some studies emphasizes the worth of competent teacher to the society and how the social or economic status of teachers affects the caliber of persons choosing teaching as a vocation . The research about the legal status of teachers has been confirmed largely to the development of general guiding principles and the reporting of new legislation and court decisions. The influence of laws and their interpretation upon the effectiveness of the educational process requires the attention of research workers. The social status studies have approached primarily thru the use of rankings of various occupations, studies of the determinants of vocational choice, and the use of economic status as a reflection of the social values placed upon the teaching profession.

This article provides information on the social status of teachers in the U.S. Consequently, data on the social status of teachers at present are scattered throughout studies dealing primarily with economic status, health and security. An effort has been made to establish certain comprehensive topics as an outline around which the details and facts may be assembled. After an analysis of the social status of teacher, it was concluded that the teacher is responsible for the improvement in the quality of life in the coming generation and should work to build up the income of the nation as a whole.

This article discusses the important factors and conditions that affect the performance of teachers in the U.S. The basic and most difficult aspect of the problem of prediction is the development of a satisfactory criterion or measure. A criterion of teaching success must be valid and reliable and based upon the fundamental objectives of education. The subjective character of the criteria that have been used in many of the studies precludes the possibility of securing a high reliability. The criterion of teaching success most frequently employed has been concerned with teacher traits and skills rather than with the result or outcomes of instruction.

The article reflects on the financial difficulties experienced by teachers. The author explained that low salaries have been the main reason for the proverbial poverty of teachers. On the other hand, teachers and other wager earners have dependents and other necessary demands upon the income outside their own needs.

The article investigates the teacher's role in the recent society. According to the author, the authorities have been arguing regarding the expansion of the teacher's role into areas which are not anymore covered in the teacher's original description of responsibility. Some professors in the Columbia University Teachers College called for a reduction in the teacher's role. According to several reports, the teacher's job analysis already includes helping with snowshoes and dusting closets as well as unpacking supplies and managing research.

The article focuses on the benefits available to teachers. One of the notable benefits available to teachers is the possibility of providing against calamities, personal loss from accidents, operation and sickness. The creation of the Teachers Casualty Underwriters of Lincoln ensures the health and prosperity of teachers.

The article focuses on the problems faced by teachers in New Lancaster, New York. There are several striking similarities between the Lancaster system and the Gary plan, some extrinsic and accidental, others intrinsic and fundamental. Lancaster was compelled to invent the scheme for monitorial instruction for the compelling reason that the school could not afford to pay for enough teachers to instruct the number of pupils that he had in his school.

The article focuses on the teacher demand and supply condition in Washington. The state continues to attract a large group of teacher from other states due, in fact, to competitive salary relationship with industry. To meet the increasing demand for teachers, the state needs more than 3,000 new teachers every year. For the year 1957, the number of certified teachers raise by 920 to a total of 22,592. As of November 1957 the state has 1,888 teachers from out-of-state. The supply of beginning teachers is also increasing. In addition, 75 percent of teacher education graduates are entering teaching immediately upon graduation.

The article quotes a statement issued by Henry J. Willingham, state superintendent of Alabama, on the condition of teachers in the U.S. Willingham observes that more is said about the teachers in the country but less is done to improve their social condition. He claims that teachers are doing more for less money than any other profession in the country.

The article reports on the development in the salaries of teachers in the U.S. for 1928. The chief of the division of statistics in the Office of Education Frank M. Phillips declared that the average teachers salaries for the year had increased compared with the previous record in 1926. The comparison is based on the records of the three U.S. states.

The article focuses on the issue of growing number of school teachers who are in grasp of greedy money lenders in Chicago, Illinois Catherine Goggin, financial secretary of Chicago Teachers' federation has asserted that there are at least 600 school teachers who are in grasp of the greedy loan sharks. This is because of the crisis they met, which prompt them to seek the office of the money lenders. This situation has been taken over with board members to see id something could be done.

The author reflects on the treatment of the U.S. government on their discharged teachers that after serving faithfully for a lifetime, they are dismissed without means. He argues that it is time for the country to provide social indemnities for all its workers. He points out that states and cities must care for their teachers.

The author compares teachers' economic and social condition during Civil War and the new institution in 1933. According to the author, teachers in the new institution have better opportunities, attainments and achievements than teachers during Civil War. During Civil War, teachers were entitled to everything and anything that they wanted to do were denied. The author stresses that teachers in the new institution felt unusual comfort that was never been experienced by the teachers during Civil War.

The article anticipates the implementation of a more uniform standard of attainment for all ranks of teachers. The standard will allow young teachers to occasionally enter the lofty region. It also cites the status of teachers.