ABSTRACT
The most pressing source of stress on the teachers was found in the time and energy expended. This expenditure was caused partly by the nature of integrated work, partly by the need for team planning, and partly by the demands made on teachers by active enquiry methods. A variety of individual motives involved in the decision to join the innovation and in the drive to translate that innovation into a personal style, were influenced by both the conditions of conventional teaching and by the nature of the innovating role. The ideal teacher for the Integrated Studies Project was one willing to maintain his subject discipline within a team and to engage in planning integrated work through discussions with other specialist colleagues. The Keele project had the advantages of being local, of asking the teachers to help in the development of curriculum materials, and of employing coordinators.
