Education is an important ingredient for advancement in the knowledge-based economy of the contemporary world. Teachers therefore form the vehicle for provision and dissemination of relevant knowledge, skills and values for socio-economic development. In every career professionals are assured of moving through the ranks so long as they do their work well and meet certain laid down criteria but in practice this is not the case with most school teachers in South Africa. Although the Employment of Educators Act mentions the promotion of teachers in practice it is almost non-existent. A teacher may teach and remain on post level one for the entire teaching life. The assumption is that this situation might lead to frustration and disillusion among teachers. Teachers may leave or underperform due to lack of job satisfaction. This paper is the result of an empirical investigation on job satisfaction among South African school teachers. The assumptions of the researchers were validated by an empirical study of the problem in the Dr. Ruth Mompati Education District [North West Province]. The major findings of the study include a lack of equal opportunities for all teachers, poor conditions of service, increased workload of teachers, lack of discipline among learners and increasing violence against teachers, and the apparent eroding of the authority of the teacher.