This study investigates a) the effects of teachers' occupational expectations for their male students, and attitudes toward the necessity of a college education, upon their feelings of job satisfaction; and b) the socioeconomic status and degree of urbanization of the communities in which the teachers work, and the grade level taught, as possible intervening variables. The data from interviews with 283 elementary and secondary English teachers reveal that a) teachers holding white-collar expectations for their male students report that their jobs are more rewarding than teachers holding blue-collar expectations, with a strong positive association in middle-class and city schools; b) teachers who believe that a college education is necessary are inclined to find their jobs very rewarding in middle-class communities; and c) teachers who do not share this belief find their jobs very rewarding in working- and mixed-class communities. The two independent variables (occupational expectation and schooling needed behave differently from one another in relationship to each of the dependent variables (job reward and willingness to become a teacher again). These two indexes of teacher morale seem to measure different aspects of job satisfaction. (Four tables of data are included, along with two pages of references.) (Author/BRB)