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Possible relationships between groups of teachers and their role performances are investigated. Teachers are grouped on the basis of their pupils’ socio-economic status, teacher's age, length of teaching experience, and teacher's ethnic or racial membership. These variables are studied within the conceptual framework of social role theory. The study involves a review of literature pertinent to role theory and teacher behavior. A theoretical social role model is developed to aid in investigating actual teacher behavior while performing the role of a teacher. The concept of social role is employed because it tends to integrate three major dimensions of human social behavior: the expectational, the situational, and the personal. Field application of this study involved sixty female intermediate grade teachers. These teachers were selected from twelve schools located in one of the largest urban school districts in southern Arizona.

Balancing the variety of religious beliefs of teachers and the public schools 'secular purpose poses a difficult problem for educational policy makers. Case law and the constitutional issues related to religious freedom and employment practices are reviewed in this article. Implications for practice and avenues forfurther analysis are suggested on the basis of the review.

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