The purpose of this study of teacher attitudes and school climate was to identify the intrinsic and extrinsic motivators affecting veteran teachers' decision to remain in the profession. The study was conducted using data collected by the National Center for Education Statistics from a survey administered during the 2003-2004 school year to teachers across the nation. A statistical analysis was completed using the responses of approximately 500 New Jersey teachers with at least 5 years of K-12 experience in public schools. The analysis included the following: (a) item analysis, (b) correlation analysis, (c) factor analysis, and (d) analysis of variance. Responses to 21 questions identified the dependent variables that influenced teacher motivation and job satisfaction and whether these variables differed in importance when examined according to the main effects of gender, regular/special education, or elementary/secondary grade-level assignment Findings indicated that staff recognition was important to teachers' overall satisfaction. Despite several areas of persistent frustration, teachers were able to maintain overall job satisfaction. Women perceived principal communication and consistent enforcement of rules more positively than their male counterparts. Men agreed that student misbehavior interfered with their teaching more strongly than their female counterparts. Special education effects were limited, with teachers reporting consistent behavior enforcement more positively than their general education counterparts. Elementary teachers reported significant differences in responses across the spectrum of many items as compared to their secondary counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]