To advance understanding of the issues concerning teachers' working conditions, the Elementary Teachers' Federation of Ontario commissioned one of the authors to do an analytical review of literature on teachers' working conditions. This resulted in the publication, "Teacher Working Conditions That Matter: Evidence for Change." The framework for this report is based on the premises that teachers' feelings and knowledge are the immediate "causes" of what teachers do and that many of these internal states are significantly influenced by the circumstances in which they work. Evidence points to the influence on teachers' work, and in some cases, also on student learning, of eight specific internal states: (1) Individual sense of professional efficacy; (2) Collective sense of professional efficacy; (3) Organization commitment; (4) Job satisfaction; (5) Stress and burnout; (6) Morale; (7) Engagement or disengagement (from the school and/or profession); and (8) Pedagogical content knowledge. The analysis identifies the working conditions which evidence suggests have a significant influence on each of these internal states. (Contains 2 notes.)