Findings of a study that identified the school-level factors that affect teachers' dispositions toward their work are presented in this paper, which focuses on teacher satisfaction, professional engagement, commitment, and efficacy. Data were derived from the teachers' survey portion of the Teachers and Administrators Survey (ATS) from the High School and Beyond (HS&B) longitudinal study of American schools. The ATS consists of a subsample of 532 schools in the original HS&B sample of 1,015 schools and provided 2,704 usable teacher surveys. Structural equation modeling, particularly the LISREL statistical program, was used to generate two classes of constructs: (1) outcome constructs, which looked at teachers' perceptions; and (2) predictor constructs, which indicated teachers' assessments of school culture. Findings indicate that relational constructs were the most important predictors of teachers' dispositions toward their work. Supraschool factors were major determinants of the quality of teachers' relations with administrators, staff, and students. Recommendations are made to establish a caring school community, to provide supportive school leadership, and to promote school initiatives that encourage shared decision-making and professional interaction. Four figures and three tables are included. The appendix lists the constructs and their indicators. (43 references) (LMI)