This study focuses on the tension between community norms/values and teacher behavior in Canada. A series of instances where teachers in public or denominational schools are accused of misconduct are presented, and these instances are traced from their beginnings to their ends (that is, to the resolution or acceptance of the social conflict). Part I discusses the research approach, the social relevance of the project, and the methods and procedures. Part II describes the instances of misconduct gathered to date from British Columbia, Alberta, Ontario, and the Atlantic Provinces. Part III offers tentative interpretive comments: (1) community pressure does sometimes exist, but is very much muted by the Board of Reference decisions; and (2) the predominant value seems to be respect for and obedience to authority. Reasons for teacher dismissal are also summarized. Appended are 22 references, a classification of contentious teacher behavior, and a list of seven research project publications. (SI)