This paper outlines procedures used to derive variables from data in the National Survey of Postsecondary Faculty; these variables were then used to create measures not expressly included as items in that survey. The derived variables were used to examine faculty satisfaction in two contexts: first, the complexity of satisfaction, and second, the importance of the interaction between faculty professional values and institutional norms. The sample consisted of 480 nonproprietary postsecondary institutions in the United States, granting 2-year or higher degrees. Faculty were selected through stratified random sampling and were then further stratified by program area. Four independent variables were identified: tenure status, academic discipline, scholarly activity, and role concept; the dependent variable was measured by a Likert-like scale of faculty responses concerning adequacy of institutional/departmental funding, professional authority/autonomy, institutional mission/philosophy, administrative leadership, relationships with colleagues, and support services. Factor analysis reduced the original 19 measures to three factors: collegiality, workload, and autonomy. The paper concludes that use of large samples such as those collected by the National Center for Education Statistics will prove to be an important tool for researchers studying issues facing education in general and postsecondary education in particular. (Contain 30 references.)(CH)