This study investigated the relationships of sex, length of service, vocational personality types, and sex-role self-perceptions with job satisfaction levels of 200 school teachers, 200 school counselors, and 200 building-level administrators. It was found that, while length of service was not significantly related to the assumption of a particular vocational personality type, there was indication of a positive relationship between androgynous sex-role self-perceptions and high job satisfaction for both female and male respondents. Implications of these findings for the career development of educators are discussed, and suggestions for further research are noted.Studies and reports from only a few years ago revealed a growing level ofjob dissatisfaction among teachers (Reed, 1979;Sparks, 1979; Stress bothers many teachers, 1980; Wangberg, Metzger, & Levitou, 1982). Many women who traditionally would have been attracted to teaching, for example, have chosen work in private industry, and the number of college freshmen women expressing interest in teaching plummeted between 1960 and 1980 (The end of an era, 1980). While increasing salaries and recent educational reforms have made teaching careers somewhat more desirable, attracting high quality Ernest M. Schuttenberg and Frank L. ODell are professors in the

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