ABSTRACT
The last ten years have witnessed great changes in the organisation of schooling. Whatever the source of these changes, their implementation has fallen, to a great extent, on the teachers themselves. This has often meant that teachers are dealing with higher levels of dilemma and tension both in and out of the classroom, as they endeavour to deliver the curriculum in ways which are relevant and meaningful to the diverse needs of their pupils. Teachers are only too aware of the tensions and the lonely and stressful experience that such changes may bring. Moreover, tired, anxious teachers are unlikely to be able to implement these changes effectively. This has obvious implications for their pupils.
