Incidence of professional destructions, emotional disorders of educators and abandoning of profession do not cover the full list of consequences of low job satisfaction level among teachers. Therefore, it is important to find out which characteristics of emotional focus of a personality condition satisfaction or dissatisfaction. The goal of the present research is to study the dynamics and interconnection between job satisfaction and emotional focus of comprehensive school teachers. Job satisfaction level was measured with the help of Zakharov's method. Emotional focus was measured by means of Dodonov’s method. 129 school teachers took part in the study. The data were analyzed with the help of statistics package SPSS 17.0. Research results helped to discover the non-linear dynamics of components connected with job satisfaction and emotional focus at different levels of teachers' professional development. Noticeable changes in job satisfaction are linked with the relations with school administration (during the first half of the professional career), preference of work to high level of income, conditions and organization of work (decrease in the middle of the professional career and at later stages) and controversial (differently directed) dynamics of professional responsibility. We determined the interconnections of the parameters of job satisfaction and emotional focus of teachers. Job satisfaction is connected with realization of altruistic motives, intellectual feelings, the need of activity and tendency to overcome certain obstacles in one's professional activity. Hedonistic focus does not encourage job satisfaction.