The primary purposes of the doctoral dissertation summarized here were to identify the job satisfaction of teaching staffs of selected extended school year programs in operation during the 1971-72 school year and to analyze the opinions of teachers concerning the effects of the extended school year program on student achievement, pupil-teacher relationships, and student attitudes toward school. Four major categories of extended school year programs were studied: extended summer school, voluntary fourth quarter, rotating quarter or semester (45-15 plan), and mandatory fourth quarter or lengthened school year. General conclusions were that senior high school teachers were more satisfied than others, that level of training was not a clear determinant of job satisfaction, that the voluntary fourth quarter plan was most satisfying to teachers, that the mandatory fourth quarter program was a close second in teacher satisfaction, and that teacher involvement in planning, curriculum development, and staff orientation were all determining factors of teacher job satisfaction. Recommendations and implications of the study are included. (Author/IRT)