There is a direct correlation between the variables of teacher job satisfaction and student academic achievement (Brookover & Lezotte, 1979; Mertler, 2002; Wynne, 1980). One would assume that schools that are not making AYP are doing everything possible to be removed from this status. One may also hypothesize that teacher job satisfaction is lower in schools not making AYP. But it is possible that administrators and team leaders are overlooking the very important variable of job satisfaction. Principals are very influential in their schools' levels of job satisfaction and, therefore, they need to be concerned about the factors of supervision, working conditions, work itself, supportive principal behavior, and frustrated teacher behavior. The principals need to measure job satisfaction annually--including qualitative and quantitative measures of what teachers perceive and experience in relation to their job satisfaction--to see if the needs of the teachers are being addressed and to develop a formal plan to address areas identified as needing improvement. To be effective, the faculty should be instrumental in the development of this plan.