An analysis of teachers' job satisfaction and job dissatisfaction is presented in this paper. The report focuses on the perceptions of job satisfaction and job dissatisfaction held by both male and female Caucasian teachers in grades 7-12. The teachers' perceptions were then compared to the perceptions of principals. The sample included 64 teachers, which represented 4 teachers from 9 intermediate and 7 high schools in the Garden Grove Unified School District near Los Angeles, California. The study utilized both qualitative and quantitative research strategies, which included telephone interviews and questionnaires. The findings indicate that teachers viewed the work itself, achievement, responsibility, recognition, and possibility of growth as factors that contributed to their feeling good during a satisfying job experience. They derived the most job satisfaction from recognition, achievement, and the work itself. Intrinsic factors contributed more to job satisfaction than they did to job dissatisfaction. Principals accurately perceived that recognition, achievement, and the work itself contributed to the teachers' feelings of job satisfaction and misperceived that the principal's behavior had a positive effect on teachers' job satisfaction. (Contains 64 references and 3 appendices containing teacher and principal questionnaires.) (RJM)