This paper presents a study to improve and enrich understanding of how the disclosure or non-disclosure of a lesbian, gay male, or bisexual teacher's sexual orientation at work influences his or her perceptions of job satisfaction and job stress. Consideration was given to the general level of job satisfaction and job stress among lesbian, gay male, and bisexual teachers as contrasted to previous studies using the same instrumentation with assumed heterosexual populations. Differences among the three affectional identity groups were examined in the areas of job satisfaction, job stress, and identity disclosure. Membership in a gay teacher organization was appraised as a factor. Supplementary analysis was undertaken to assess the effects of tenure, age, level of school, type of community, and AIDS deaths on job satisfaction, job stress, identity, and demographic variables. This study was concerned only with the effects of openness on job satisfaction and job stress. The significance of being either open or closeted about one's sexual orientation at work influenced the perceived levels of job stress and job satisfaction of lesbian, gay male, and bisexual teachers. Eight appendices contain: (1) definitions of factors in the Teacher Job Satisfaction Questionnaire (TJSQ); (2) teacher stress items from LPCQ; (3) definition of factors/Level of Professional Challenge Questionnaire (LPCQ); (4) the Identity Disclosure Questionnaire (IDQ); (5) definitions of IDQ factors; (6) demographic data section; (7) cross tabulation of type of community by affectional identity with number, percent of row, and percent of column; and (8) summary of significant results by variables across instrument factors. (Contains 20 references.) (DK)