The reform movement has focused primarily on issues of teacher preparation and compensation. However, as our schools are currently structured and managed, many teachers become dissatisfied with their careers regardless of their level of preparation and compensation. If we can discover the organizational work characteristics of schools that are associated with teacher career dissatisfaction, we may have a basis for changing the work environment of schools to ensure more continuous career satisfaction for teachers. Analyzing a sample of 42 elementary schools and 45 secondary schools in the state of New York, this article takes a step toward addressing this goal by investigating the organizational work characteristics that predict teachers' career dissatisfaction.
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