• the employment status of women relative to men;
• the attitudes of women and men teachers concerning the competence of women to teach;
• the attitudes of women and men teachers concerning women's promotabilitv;
• the attitudes of women and men administrators concerning women's competence and promotability;
• the attitudes of women and men teachers and administrators toward the academic achievement and career aspirations of male and female students.

The major conclusions of the 1976 report were that women generally perceived themselves and were perceived by male peers and decision-makers to be less promotable than men and had, in fact, received fewer promotions than their representation among teachers and their qualifications warranted.

In addition, the study found that the factors outlined above were related to each other and to age, marital status, responsibility for housework and child care and, in general, to attitudes about appropriate male and female roles. In other words, most women and men teachers in 1976 held somewhat traditional attitudes about themselves and their colleagues that were reflected in their career histories and in their current behaviors, priorities and aspirations.

In the 1976 review, it was recommended that such a wide ranging and complex problem should be dealt with on as many fronts as possible, since each factor interacted with virtually all others. Specific actions recommended were:

• awareness training and counseling for both men and women;
• identification and tracking of women with potential;
• an Affirmative Action perspective in negotiations and relations with Boards of Education;
• the creation of no stereotyped learning environments.

Ten years later, the Status of women Committee has resurveyed the Federation membership to determine what changes have occurred in women's employment status and in attitudes towards the notion of women seeking positions of added responsibility. The survey, reported here, also examined attitudes toward students and explored other issues in more depth than in the original study, (e.g., eligibility for pension, willingness to use workplace child care arrangements).

As in the previous study, the present study used a "process of career development'! framework for describing the factors that indicate who may or may not achieve positions of added responsibility. This process includes the following factors:

• Family Responsibilities - refers to the obligations other than financial, for which people are directly or psychologically responsible within the family. Breaks in years of service for maternity and child care are included in this category.
• Career Commitment ("Paying the Price") - refers to the degree of importance attached to one's career and the willingness to undertake activities (gaining extra qualifications, taking on extra work responsibilities) which enhance promotability.
• Formal Qualifications- refers to the years of service and the accumulation of formal, Ministry-required education necessary for performing a given job.
• Job Performance - refers to the level of competence and the degree of innovation shown by teachers in the classroom, in the opinion both of the teachers themselves, and of their supervisors.