Studies of job satisfaction among community college faculty use a variety of theoretical constructs and measure widely different dimensions of satisfaction. Research on the effects of working conditions on faculty attitudes has shown consistently that interaction with students and peers and privacy within the classroom are major sources of satisfaction, while faculty are less satisfied with the time available to them to prepare for class or keep up to date in their field, the lack of recognition for professional growth, and the lack of support for instruction. Other researchers have focused on the intrinsic variables affecting job satisfaction, showing how age, commitment to a community college career, and the emotional responses of faculty relate to work attitudes. Most researchers are concerned with utilizing their findings to effect changes in the institutional environment that will prevent faculty stagnation and burnout and enhance creativity and vitality. Recommendations include encouraging diversity in faculty work tasks and the skills used to accomplish them, hiring faculty for 12 rather than 9 months, restructuring sabbaticals to promote retraining, and adjusting salaries and bonuses to recognize teaching excellence in tangible ways. (MDB)