A study was conducted to examine the job attitudes of public two-year college instructors of developmental/remedial courses. The study used a path-analytical theoretical model to examine the relationships among the instructors' self-role congruence and length of service (the independent variables); total job satisfaction and organizational commitment (the intervening variables); and propensity to leave the institution (the ultimate dependent variable). The study sample consisted of 562 public community college instructors in New York State who taught developmental/remedial courses as all or part of their work load. Study findings, based on survey responses from 244 instructors, revealed: (1) high levels of self-role congruence were associated with increased levels of total job satisfaction and organizational commitment; (2) self-role congruence, length of service, total job satisfaction, and organizational commitment were confirmed as important variables with reference to the desirability of staying with or leaving the college; and (3) the propensity to leave a position resulted directly from limited length of service, general job dissatisfaction, and decreases in organizational commitment and resulted indirectly from self-role incongruence and general dissatisfaction. The study report includes a review of related literature and a discussion of the implications of the findings for improving the work environment for developmental education teachers. (HB)