An investigation was made of the relationships among teachers' stages of development; their perceptions of school and classroom problems; and their reasons for participating in a collaborative action research project. On the basis of observations, logs, interviews, and introductory questionnaire data, life age/cycle profiles of each of 10 middle and junior high school teachers were constructed. Each teacher completed questionnaires to describe character-related personality stages of development. Three test instruments were used to determine teachers' levels of moral reasoning, ego maturity, conceptual complexity, and interpersonal sensitivity. The teachers' stages of development were then related to their perceptions of the change process and the process of collaboration during the Action Research Project. Developmental stage profiles of the teachers were then constructed. The data suggested themes on the relationships of individual dimensions of teachers' stages of development, issues in the teaching-schooling profession, and the process of collaborative research. (Author/JD)