This study was conducted to determine whether differences in teachers' perceptions of their jobs primarily reflect differences in the teachers themselves, or whether the variance in attitudes also reflects significant differences in the characteristics of schools as workplaces. Data on seven dimensions of job satisfaction (teacher attitudes toward the school principal, curriculum, materials and procedures, colleagues, community attitudes toward education, teaching per se, and compensation) were collected from a questionnaire administered to 650 public school teachers in seven schools of a Midwest urban school district. Data analysis proceeded in two steps: (1) investigation of whether teachers in different schools have significantly different levels of job satisfaction. For all seven schools this significance did exist, indicating that the prediction of a teacher's job satisfaction necessitated knowing at which school the teacher worked; (2) Investigation of attributes affecting each dimension of job satisfaction. A priority specifications of characteristics believed to be determinants of each dimension of job satisfaction were made and compared to teacher questionnaire responses, and the resulting general themes presented. Teacher demographic characteristics and school characteristics explained only some variance in job satisfaction, suggesting a need for more detailed information on these characteristics and on the attitudes teachers bring to their jobs. Implications of the report indicate a need to recognize a multifaceted concept of job satisfaction, with school policies designed to take into account possible differential effects on various aspects of satisfaction. Tables presenting questionnaire results are appended. (MB)