This study employed survey research methods to collect data from teachers from a district with long-term, high conflict between teachers and the school board and teachers from two districts with short-term, medium conflict between teachers and the school boards. Teachers in highly politicized school districts had quite different perceptions of teaching than those in more stable contexts. Differences included diminished perception of the value of teaching as a job, questioning the impact they could have on social inequities and disadvantages, and less support received from family and friends about their teaching career, among several others.