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There isn't a day that goes by that somebody doesn't ask me why I chose teaching as a career. I am simply convinced that my interest in children and their well-being played a larger role in my decision making than anything else. I know I can make the world better due to my efforts--A 45-year-old high-school teacher.The above quote represents one of the central reasons why individuals choose teaching as a career. For years society has taken issue with public education without focusing enough attention on the multifaceted nature of the people who lead the learning process in classrooms.Few researchers regard the personal career decision making of teachers as a crucial variable in career satisfaction. Recently, a number of studies addressed specific ways schools might improve school curricula, student learning, and leadership (Boyer, 1983;Goodlad, 1984; Lightfoot, 1983;Sizer, 1984).

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I'm 40 years old and have been teaching high school for 15 years. No one has ever asked me in those 15 years whether I liked my job, whether I needed professional development, whether I wanted to move rooms, or whether I wanted to change the type of classes I was teaching . . . . M a n y educators at all levels can identify with this quote. One reason frustration abounds in the r a n k s of teachers is t h a t faculty h a v e not t a k e n a proactive stance vis-a-vis m a n a g i n g t h e i r own careers. In the business sector more and more employees are t u r n i n g toward t h e i r employers for advice and direction relative to career development. Should faculty m e m b e r s in educational settings be doing the same thing? One educator admitted, "I'm only beginning to realize t h a t my principal and the district are valuable resources w h e n it comes to career alternatives. I wonder if she expects me to use her as a resource for m y career plans."Executives in the business a r e n a realize the role of career developm e n t in t h e i r long-term p l a n n i n g (Hall, 1986). Most F o r t u n e 500 corporations insist t h a t m a n a g e r s become involved in t r a i n i n g programs to learn career coaching and counseling skills. Yet education lags far behind in u n d e r s t a n d i n g the effect career development can h a v e on schools and t h e i r faculties.The purpose of this article is to provide insight into how principals can become more d y n a m i c resources for career development in schools at all educational levels. The following questions will be addressed:1. Who is responsible for the career development of teachers in the public schools?