This paper reports a study that sought to determine whether differences in bargaining procedures are related to differences in teacher satisfaction or morale. Of the forty schools in the random sample, 27 were operating under traditional collective negotiation procedures -- teachers relatively unorganized; eight were operating under procedural negotiation procedures -- characterized by specific procedures related to negotiations; and five were operating under comprehensive contracts -- similar in scope and content to a union labor contract. The study used the Purdue Teacher Opinionnaire, a multidimensional morale instrument. The instrument measured teacher morale under specific bargaining procedures at one point in time. The results and some comparisons are provided. (Pages 2, 3, and 7 may reproduce poorly.) (JF)