The behavioral implications of teachers' career alienation, defined as feelings of disappointment with career and professional development, were explored with a sample of 1,869 elementary and secondary school teachers in Ontario, Canada. Analyses included bivariate correlations, T-tests, and multiple regressions. The 39 independent variables were subdivided into personal-demographic factors, personal-psychological factors, situational-job characteristics, and job outcomes. The findings indicated that the job related variables attributed the most significant portion of variance in career alienation. Of the 16 situational-job variables, eight contributed 32 percent of the variance (participation in decision making, considerate leadership, feedback from principal and peers, skill variety of the job itself, job autonomy, task significance, position held in school, and structured leader behavior). Of the eight job outcome variables, four accounted for 45 percent of the variance (job satisfaction, satisfaction with supervision, powerlessness, and identification with the school or school board). It is suggested that school administrators can help reverse teacher career alienation by revising their leadership behavior and by redesigning teachers' jobs. (Author/JD)