ABSTRACT
The majority of beginning male teachers have no intention of ending their work careers as classroom teachers; that is a major finding in W. S. Mason's study. Absence would be costlier if teaching careers were staged; the reentering teacher would have lost more in comparison with those who stayed on and moved into higher statuses. Teaching presents a relatively unstaged career. The main opportunity for making major status gains rests in leaving classroom work for full-time administration. The system of career rewards, in sum, works most satisfactorily for those who give teaching less than full commitment; 'gainers' are teachers who plan on short-term or less than fulltime engagement. Career arrangements seem to be integrated with other aspects of the occupation. The organization of career rewards in teaching fosters a present-oriented rather than future-oriented point of view; those who intend to stay in the classroom have limited need to delay gratification in the hope of future gain.
