A review of literature and interviews with 57 teachers were conducted to determine general measures and specific strategies to improve teacher satisfaction and reduce teacher dissatisfaction. The 57 interviewees were teachers who had resigned from the New South Wales (Australia) Department of School Education in 1991. The interviews revealed that the teachers' greatest source of satisfaction was clearly pupil achievement. Other sources of satisfaction were changing pupil behavior and attitudes; recognition from others; self-growth and the mastery of subject content and teaching skills; and good relationships with students, parents, and other teachers. Sources of dissatisfaction included changes in educational policy and procedures instituted in the late 1980s and early 1990s, relationships with superiors and the Department of School Education, large class sizes, lack of resources, and lack of respect from children and society. These findings indicate that dissatisfaction tended to be school and system centered and related more to school structure or administration, while sources of satisfaction were more human and affective in nature. The factors responsible for teacher satisfaction and dissatisfaction varied with gender, experience, and position held. Factors were largely mutually exclusive and, thus, separate measures need to be implemented to address each. Fourteen strategies for enhancing teacher satisfaction and reducing dissatisfaction are proposed. (Contains 18 references.) (JDD)