This study used data from a national survey to examine the relationship of openness regarding sexual orientation to job satisfaction, job stress, and identity for self-identified homosexual and bisexual public school teachers. A survey was sent to participants through national, state, and urban based gay teacher organizations. Of the 1,350 surveys sent out, 904 responses were returned. Heterosexual surveys returned were not used in the data analysis. A primary result of the study indicated that bisexuals have alaready established or are establishing a unified sexual identity, as bisexual, separate from heterosexual or homosexual identities and separate from gender assignments. Results also indicated that differences between affectional identity groups were found on all factors of job satisfaction. However, only three factors showed significant differences--security, students, and teaching itself. Lesbians were generally more satisfied with teaching, while bisexuals were the most dissatisfied. In regard to job stress, only "Identity Dissonance" indicated significant differences between affectional identities. Generally, lesbians were more stressed than gay males. However, bisexuals were the most stressed. In addition, gay males were significantly more likely to have gone public than either lesbians or bisexuals. The study raised questions regarding bisexual group identity that in turn led the study to question the use of the Kinsey Scale for determination of sexual identity or affectional orientation. (JB)