The relationships between teachers' perceptions of the structural characteristics of their schools, the leadership quality of their principals, and the extent of the satisfaction they express with their work and their colleagues are examined. The results, as displayed by two groups of teachers, (one of which attaches a high, and the other a low, degree of importance to the professional value, belief in knowledge, and theory) suggest that action taken to increase the satisfaction of one group may decrease the satisfaction of the other. (Author)