HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED

Faculty role conflicts with respect to 17 work activities are examined in a rapidly changing university School of Education. Actual and perceived expectations for each activity with respect to the role sets of undergraduate and graduate students, administrators, and faculty themselves are shown. Difficulty in fulfilling expectations is a third measure of role conflict. Findings indicate that faculty experience greatest role conflict with respect to self-set standards. Those work activities that are the most public (research, publications, institutes) produce greater stress than do either teaching or service functions. The consequences of purposively increased stress are discussed and implications for faculty careers are indicated. (Author/HS