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Abstract The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was little association between curriculum autonomy and job satisfaction. It was also demonstrated that as general teacher autonomy increased so did empowerment and professionalism. Also, as job satisfaction, perceived empowerment, and professionalism increased on-the-job stress decreased, and greater job satisfaction was associated with a high degree of professionalism and empowerment. The results of this study also indicate that autonomy does not differ across teaching level (elementary, middle, high school). A common link that appears when examining teacher motivation, job satisfection, stress (burnout), professionalism, and empowerment is teacher autonomy (Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996). Much of the research that has examined these constructs and their relationships has revealed one thing in common: the need for teachers to have autonomy (Erpelding, 1999; Jones, 2000; Wilson, 1993). Autonomy seems to be emerging as a key variable when examining educational reform initiatives, with some arguing that granting autonomy and empowering teachers is an appropriate place to begin in solving the problems of today's schools (Melenyzer, 1990; Short, 1994). Recognizing teaching as a profession and developing professional teachers has also been set forth as a possible solution. If teachers are to be empowered and exalted as professionals, then like other professionals, teachers must have the freedom to prescribe the best treatment for their students as doctors/lawyers do for their patients/clients; and the freedom to do such has been defined by some as teacher autonomy Although the link to the aforementioned constructs has been repeatedly demonstrated, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results as studies directly pertaining to teacher autonomy are few in number, particularly when developing appropriate measures since autonomy is difficult to operationalize (e.g., Pearson & Hall. 1993). Constructs Related to Teacher Autonomy There is a plethora of research that has examined the intrinsic and extrinsic motivation of teachers. factors for teachers include the desire to help students achieve, the desire to make a difference in society, and the sense of accomplishment felt when they see a student learn; extrinsic factors for teachers include pay. non-monetary fringe benefits, and recognition of performance (Ashbaugh, 1982; DeJesus, 1991; Dinham & Scott, 1996; Farrar. 1981; Firestone & Pennell, 1993, Picard, 1986; Porter. 1993; Swanson & Koonce, 1986) Overall, Intrinsic rewards are much more powerful for motivating teachers than are extrinsic rewards, such as merit pay (NIE. 1981, p.2i and the body of research tend to support this notion. Brown ( 1996) found three major reasons (all intrinsic) why teachers leave the profession: the need for personal growth, the desire for a philosophy of education, and a lack of respect and recognition for their efforts In contrast, Sarafoglu ( 1997) also found intrinsic reasons why teachers stay in the profession: a love of learning, a love of children, resilience, collegiality, and reflectivity While the majority of research supports the use of intrinsic rewards to motivate teachers, both teachers and principals fell that their greatest need deficiencies were security and autonomy (Nero, 1995) Autonomy is one facet of teacher motivation (Khmelkov, 2000, Losos, 2000, White, 1992), therefore, a presentation of the related motivational factor of teacher job satisfaction is essential. …