THE OBJECTIVES WERE TO DESCRIBE THE PATTERN OF JOB SEQUENCES THAT TYPIFY A CAREER IN EDUCATION AND TO DETERMINE THE TYPES OF PRESSURES, SATISFACTIONS, AND FRUSTRATIONS THAT LEAD TEACHERS TO CONTINUE IN EDUCATION OR SEEK OTHER POSITIONS. SECONDARY SCHOOL TEACHERS EMPLOYED IN URBAN CENTERS OF CENTRAL NEW YORK WERE INTERVIEWED. THEY INCLUDED TEACHERS IN ALL AGE GROUPS DIVIDED INTO THREE GROUPS--(1) MARRIED MEN, (2) MARRIED WOMEN, AND (3) SINGLE WOMEN. DATA WERE ALSO GATHERED CONCERNING THE TEACHERS' BACKGROUND, JOB HISTORIES, AND TEST SCORES REGARDING JOB NEEDS AND SATISFACTIONS. THE ANALYSIS SHOWED AN INCREASING STABILITY OF CAREER AS THE INDIVIDUALS GREW OLDER. TEACHERS SEEMED SATISFIED IN THEIR WORK. THE FEATURES THAT GAVE THE MOST SATISFACTION WERE SEEING THE RESULTS OF ONE'S TEACHING IN THE GROWTH AND DEVELOPMENT OF CHILDREN ALONG WITH AFFILIATION WITH ONE'S PEERS. TEACHERS APPEARED TO HAVE SERIOUS RESERVATIONS REGARDING THE PROFESSIONAL STATUS OF THEIR OCCUPATION. LESS THAN A FIFTH WERE WILLING TO ASSIGN IT "GOOD" STATUS, THOUGH ABOUT THE SAME PROPORTION THOUGHT THE STATUS WAS IMPROVING. (AH)