This study sought to determine the relationships between various indices of job performance and job satisfaction of the first-year teacher. It also examined the possibility that job satisfaction of beginning teachers might vary among elementary, secondary, specialized and special education teaching fields. Subjects were 154 graduates of the Bowling Green State University (BGSU) college of education. An indication of job satisfaction was derived from the Johnson Scale of Job Satisfaction. Job performance was determined by composite evaluations completed by: (1) the first-year teachers themselves; (2) their principals or supervisors; (3) their students; and (4) BGSU faculty who went on-site and observed their teaching. An analysis of the findings includes comparisons between the results of this study and those of previous studies. In a discussion of the implications of this study, it is suggested that an organized building or grade-level "Induction Committee" of one or two experienced teachers might promote greater job satisfaction and performance on the part of beginning teachers. References and two tables are appended. (JD)