First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random. It demonstrates that status and rewards matter, but so do teaching locations and conditions and that the costs and benefits of both vertical and horizontal mobility are carefully calculated. In doing so, it argues that explicit and defensible criteria for appointment and promotion are important in maintaining and enhancing teacher morale and effectiveness in a rapidly changing world.