Questionnaires concerning secondary teachers' involvement in decision-making and their perceived levels of job satisfaction were completed by 266 teachers from 23 Wisconsin middle and junior high schools. Urban, suburban, and rural schools enrolling from 350 to 1,150 students were represented. The teachers' responses to a four-point Likert scale asking about their actual extent of participation and their desired extent of participation in 20 decision issues determined whether researchers classified their decision condition as low, medium, or high involvement. Nine of the 20 decision issues related to the instructional/technical level and the remaining 11 related to the school-wide managerial level of decision-making. A two-way analysis of variance was used to test the main and interactive effects of the independent variables (decision condition and interest) on the dependent variable (job satisfaction). The results demonstrated that level of job satisfaction is directly proportional to the decision condition of teachers. The results imply that administrators should provide opportunities for teachers who are affected by a decision and are interested in the decision to be involved in making the decision. By so doing, administrators will increase teachers' perceived levels of involvement, and high levels of job satisfaction will result. (Author/MLF)