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The Performance Review, Analysis, and Improvement System for Educators (PRAISE) is a formative evaluation instrument designed to improve the performance of school principals. The system appears to be reliable and valid and is flexible enough to accommodate the needs of a variety of schools. Sample items and categories of the instrument include problem solving and decision making; curriculum and program development; relations with teachers; relations to parents and community; and professional qualities and competencies. Selected categories and items of the inventory system for principal performance indicators include setting and achieving goals and objectives; directing and leading; managing change and innovations; and delegating and inviting participation. The inventory system is computerized to facilitate data processing. System features include the identification of strengths and weaknesses; a two-dimensional leadership profile; experiential exercises designed to analyze one's own actions and behavior in an objective manner; summaries for any segment of a population of educators; and training plans that show training needs by priority listings. PRAISE is an evolving system that, when compared to similar appraisal systems, shows great promise. Ten references are cited. (GJ)

Job dissatisfaction may manifest itself in frustration for the teacher and defense mechanisms for the employer. Previous research suggests that unfulfilled needs, goals, and value expectations, as well as the lack of achievement of outcomes, account for job dissatisfaction. Other variables include demography, disillusionment with life, lack of participation in decision-making, and absence of considerate leader behavior. Due to a plethora of hypotheses, variables, specific dimensions, and measuring instruments, research offers only a limited comprehension of job dissatisfaction. In a recent survey, questionnaires completed by 894 elementary and 971 secondary school teachers from 17 Ontario school boards revealed that few respondents were dissatisfied; demography was generally insignificant; dissatisfaction was associated with external control, low self-esteem, an absence of humanistic work values, disappointment in life, and an absence of particular job characteristics; alienation from teaching and lack of job motivation were the most powerful predictors; and teachers wished instruction to be more challenging. To make teaching more challenging, differentiated levels of teachers could be introduced; to avoid alienation and advance motivation, differentiated staffing could be combined with alternant leadership; and, to prevent excessive centralization, private schools could be encouraged. Attached are 64 references and 4 tables. (RG)