Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis. The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years. The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982. Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings. / Ph. D.