Inspired by recent literature on burnout, this study investigates several factors that may affect job satisfaction or dissatisfaction among public school teachers, building-level administrators, and counselors. The study explores the relationships between vocational personality types, as measured by Holland's "Self-Directed Search" and sex-role self-perceptions, as measured by Bem's "Sex-Role Inventory." The variables of sex, length of service, and job satisfaction were also considered. Several hypotheses were tested: (1) school administrators, counselors, and teachers will have a dominant social vocational personality; (2) the greater their length of service, the more likely that repondents will have the expected personality type; (3) the greater their length of service, the more likely that school administrators will have male sex-role self-perceptions, counselors will have androgynous sex-role self-perceptions, and teachers will have female sex-role self-perceptions; and (4) in each occupational category, respondents with androgynous sex-role self-perceptions will indicate a higher degree of job satisfaction than will those with other sex-role self-perceptions. This 1986 study used a sample of 600 educators (200 of each category), with a 48 percent response rate. Demographic data revealed that respondents are more satisfied with their occupations than previous research suggests. Results indicate a relationship between perceived sex roles and job satisfaction, but no significant relationships between the Holland career orientations or sex-role self-perceptions and length of service. Included are 43 references and 2 tables. (MLH)