Whether or not there are significant differences in Mississippi public secondary school teachers' perceptions of school climate (SC) and their levels of job satisfaction (JS) was studied. From a random sample of 30 public secondary (grades 9 through 12) schools in Mississippi, one teacher from each of the subject areas of English, mathematics, science, and social studies was randomly selected. The number of respondents polled in December of 1989 and January of 1990 was 120 teachers. Subjects were administered the National Association of Secondary School Principals (NASSP) Teacher Satisfaction Survey, and the NASSP School Climate Survey. A total of 100 surveys was returned (a response rate of 83%). The data were hand scored and recorded on a computer disk, and analyzed with analysis of variance and factorial analysis of variance. In general, the data reveal a significant relationship between respondents' perceptions of SC and JS. Teachers with high levels of JS indicated a more favorable impression of SC than did teachers with low levels of JS. The results support the findings of P. D. Sistrunk (1982) in that the levels of satisfaction were related to perception of supervisory behavior, and the subject taught made no difference in the relationship between perception of SC and supervisory behavior. There was a significant positive correlation between teacher satisfaction with the SC and teacher perception of the principal's leadership behavior. Teachers who were dissatisfied with the SC were also dissatisfied with the principal's leadership behavior. Eight data tables are included. (RLC)