This study investigated the relationship between school staff job satisfaction or morale and a number of organizational changes and practices occurring at the Portsmouth (New Hampshire) Junior High School. The issues under examination included homogeneous vs. heterogeneous grouping, class length, school-within-a-school or teaming, department chairs versus house coordinators, a flexible or modular scheduling as factors that might affect staff morale, communication, and student learning. Using an evaluation design, the research team undertook a descriptive case study of the match between school philosophy and the scheduling practices related to teacher teaming and student ability grouping. Data were collected from all school staff concerning opinions of the scheduling, teaming, and ability grouping practices, along with self-report measures of staff emotional exhaustion, negative attitudes toward students, and feelings of personal accomplishment. Findings, reported in detail, suggest that low levels of emotional exhaustion and high feelings of personal accomplishment correlate strongly with provision of adequate time to reach time management and planning objectives. Researchers conclude that scheduling should include staff input to reflect individuals' need for effective planning time. References are included, along with five appendixes listing organizational changes at the school, sample surveys and results, school history, and interview questions. (TE)