The purposes of this study were to compare first- and second-year career-ladder teachers on the basis of their levels of teacher commitment to schools, faculty morale, and job satisfaction and to analyze the variables that explain commitment, morale, and job satisfaction. Five hundred teachers, 250 first-year career-ladder teachers and 250 second-year career-ladder teachers, were selected at random from a midwestern state. The following conclusions were drawn: (1) differences exist between first-year and second-year career-ladder teachers concerning their level of commitment; (2) the variables of commitment, morale, and job satisfaction are predicted by educational level, gender, district size, and age; (3) first-year career-ladder teachers do not exhibit higher levels of morale, job satisfaction, and commitment than second-year career-ladder teachers; and (4) career-ladder programs are not an adequate means to develop teacher commitment, morale, and job satisfction. Appended are six tables and 42 references. (SI)