This paper addresses issues related to school location, staff turnover, and educational improvement through community involvement. A study involving second-year teachers in Australia indicates that teacher satisfaction was related to satisfying relationships with fellow staff and with students who were cooperative and enthusiastic about learning. The geographic preference of teachers for appointments played a relatively minor part in the satisfaction of teachers in their second year, but seemed to play a major part in their long term sense of satisfaction. Teacher preferences indicate that there will always be a high turnover rate and a large proportion of less experienced teachers in difficult-to-staff schools. Research has shown a negative relationship between teacher turnover rates and pupil achievement and effects upon student self-concept. Among the 27 reasons teachers gave for remaining in school, acceptance by the community was prominent on the list for both primary and secondary teachers. Effective school councils could make a significant contribution to the adjustment and stability of staff. Teacher induction could provide an early link with the local community and make a profound difference to length of stay. Another measure is to select new recruits and train them specifically for the locations that are hard to staff. Greater staff stability must be achieved by the voluntary preference of teachers to stay longer, induced by the satisfaction they can attain through school and community. (LP)