The purpose of this study was to identify relationships between job satisfiers and job dissatisfiers that teachers experience in the workplace, using the lens of the Weighted Balance Satisfier Model. The 2011-12 school year Schools and Staffing Survey (SASS) of the Institute of Education Sciences (IES), U.S. Department of Education was the source of data. The data produced by this survey included a weighted national sample of 31,560 teachers. Contextual variables included were school stress, student behavior, administrative behavior, and teacher control/influence. Findings indicated small relationships between job satisfaction and contextual variables, but with few exceptions, those effects were not moderated by level of instruction. Recommendations for policymakers and practitioners are tendered.