A study examined the influence of behavioral activities such as teaching, research, and service on faculty career satisfaction using Astin's theory of involvement. The research tested Astin's theory in predicting variations in career satisfaction by disciplinary category, and the contention that disciplinary differences are critical for understanding faculty culture. The study utilized data obtained from a survey of 35,478 full-time undergraduate faculty, 13,810 of which were in the arts and sciences, designed to gather information on teaching and research activities, interactions with students and colleagues, and job satisfaction. Also used was the input-environment-output approach designed for measuring college impact and evaluating educational programs. Evaluation of the research showed that salary and interest in research are significant predictors of career satisfaction for all arts and science faculty. Only when separate analyses are run by broad disciplinary groups, however, does one find that the influence of these predictors varies considerably between groups. Overall, the research indicated that Clark appears correct in contending that the members of the American professorate are relatively satisfied with their careers; the study also supports Clark's contention that disciplinary differences are crucial in understanding faculty culture. (Contains 15 references.) (GLR)