Public criticism of American education and teachers has continued into the late 1980's, and stress and discontent have become daily realities for many teachers. While some teachers are leaving the profession, others are implementing coping strategies which result in poor teacher classroom performance (Blase, 1986). Faculty stress and burnout have continued to be major issues in education (Jackson & Simpson, 1985) and teacher entrapment (a condition in which teachers dislike their jobs and students, yet remain in teaching because they either cannot or will not find another job) is becoming an increasingly prevalent result of stress and burnout (Dworkin, 1987). Although teachers today seem to have more responsibilities, less time, and less control over their work lives, management theorists (Argyris, 1982; Blase, 1987; Dworkin, 1987; Frymier, 1987; Glasser, 1987) have persistently advanced the notion that being able to control some area of one's work life is prerequisite to job satisfaction and successful coping with job-related stress. Thus in reality, work is frequently seen not as the root of infinite satisfaction and fulfillment, but rather as a source of stress, discontent and even humiliation (Cooper, 1983). Certain leadership behaviors of ineffective principals have been identified as sources of stress (Blase, in press b), and as negative influences on teacher satisfaction and classroom performance. [...]