TO IDENTIFY AND ANALYZE FACTORS RELATED TO JOB SATISFACTION AND DISSATISFACTION IN JUNIOR HIGH SCHOOL TEACHING, QUESTIONNAIRES WERE SENT TO A RANDOM SAMPLE COMPRISING APPROXIMATELY FIVE PERCENT OF THE TOTAL NEW YORK STATE JUNIOR HIGH SCHOOL TEACHING FORCE. 1,349 (4.9 PERCENT) RESPONDED. IT WAS FOUND THAT (1) MOST TEACHERS ARE NOT FULLY COMMITTED TO THEIR CAREER--ONLY 24 PERCENT SAID THEY WOULD DEFINITELY CHOOSE IT AS A CAREER IF THEY WERE STARTING ALL OVER AGAIN, AND MORE THAN HALF PLAN TO QUIT BEFORE THEIR RETIREMENT, (2) DISSATISFACTION INCREASES WITH AGE, FAMILY RESPONSIBILITY AND EXPERIENCE, (3) SENIOR HIGH SCHOOL TEACHING IS PERCEIVED AS BEING SUPERIOR ON FACTORS SUCH AS SMALLER CLASS SIZE, FEWER PROBLEM CHILDREN, LESS WEAR AND TEAR AND MORE OPPORTUNITY TO TEACH A SPECIALTY, (4) JUNIOR HIGH SCHOOL TEACHING IS JUDGED WORTHWHILE BECAUSE IT INVOLVES GREATER RESPONSIBILITY FOR AND INVOLVEMENT IN THE OVERALL DEVELOPMENT OF A PUPIL, AND (5) THERE ARE MANY SOURCES OF STRAIN AND FRUSTRATION IN JUNIOR HIGH TEACHING. THEY ARE--(A) BEGINNING TEACHERS FIND IT MORE DIFFICULT THAN THEY EXPECTED FROM THEIR TRAINING, (B) THE MORE DIFFICULT CLASSES ARE OFTEN ASSIGNED TO BEGINNING TEACHERS, (C) GUIDANCE PERSONNEL DO NOT GIVE ADEQUATE HELP TO JUNIOR HIGH SCHOOL PERSONNEL, AND (D) INADEQUATE SUPPORT IS GIVEN THE TEACHER IN DISCIPLINARY PROBLEMS. IT IS HYPOTHESIZED THAT SOLUTIONS TO JOB DISSATISFACTION WILL RELATE TO THE TEACHER'S ROLE, TEACHER CHARACTERISTICS, AND/OR WORKING CONDITIONS. (AW)