Nurse-educators face the challenge of securing and upholding the character of nurses as they assist students to become skilled members of the nursing profession. The present study aimed at providing insights into and understanding of the nurse-educators' career anchor, values orientation, organizational commitment, and job satisfaction in the exercise of their profession. The study likewise aimed to ascertain how certain personal and environmental factors, career anchor, values orientation, organizational commitment, and job satisfaction would relate to each other. This descriptive-correlational research employed four published American instruments-- Schein's Career Assessment Test to measure the nurse-educators' career anchor, Rokeach Values Survey for values orientation, Evans and Jarvis' Group Work Attitude Scale for organizational commitment, and Weiss, Dawis, England and Lofquist's Minnesota Satisfaction Questionnaire for job satisfaction. The subjects of this study were the 194 randomly selected nurse-educators in the 14 nursing schools in Western Visayas. To describe the data gathered, the means and standard deviations were used. The t-test for independent samples, the One-Way ANOVA, the Stepwise Mutiple Regression Analysis, and the Pearson's r, set at .05 alpha for two-tail tests were employed as inferential statistics. The study found that the nurse-educators held on service as their dominant career anchor, projected personal-competence values orientation, were generally committed, and were satisfied in their jobs. Significant differences existed in values orientation among the nurse-educators classified according to age and work assignment-- with the older nurse-educators showing more preference for personal-competence values than the younger nurse-educators and those with administrative assignments showing more preference for personal-competence values than those without administrative assignments. Significant differences in organizational commitment were noted among the nurse-educators grouped according to employment status and school type-- with those employed on temporary basis and coming from public institution being generally more committed than the permanent employees and those coming from private institutions. The nurse-educators likewise differed significantly in their job satisfaction when grouped according to age, educational attainment, work assignment, teaching assignment, and class size. The older nurse-educators were more satisfied than the younger ones, those with graduate degrees were more satisfied than those without graduate degrees, those with administrative assignments were more satisfied than those without administrative assignments, those with classroom assignment only were more satisfied than those having clinical and both clinical and classroom assignments, and those handling 31-45 students were more satisfied than those handling 15 students and below, 16-30 students and above 45 students. Age, parental status, work assignment, and family responsibility were found to significantly predict values orientation-- class size to predict organizational commitment among nurse-educators. All of the variables identified in the study were found to significantly predict job satisfaction among the nurse-educators. Career anchor was significantly and positively correlated with organizational commitment, while organizational commitment was significantly but negatively correlated with job satisfaction.