Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the "Transforming the School Workforce Pathfinder Project", an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures. The focus of this paper is on differences in teachers? job satisfaction and workload in primary, secondary and special schools. As such, the results reported here concentrate on research data collected on these two key areas, starting first with data on workload, as this is seen by the government as a key determinant of levels of job satisfaction amongst teachers. These findings are subsequently contrasted with relevant data on job satisfaction.