The purpose of this research was to study job satisfaction among public school library media specialists based on the psychological needs of social needs, security needs, esteem needs, autonomy needs, and self actualization needs, according to Maslow's hierarchy.

This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served. The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness. As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.