High teacher turnover in schools is associated with reduced pupil attainment. High turnover also has an effect on equity, since it tends to be concentrated in schools with deprived intakes. A good deal of research has attributed higher levels of teacher turnover in such schools to the challenges involved in teaching disadvantaged pupils. However, a recent review of the literature suggests that working conditions in schools may be a more important reason for high turnover. This research provides new evidence on this point by using the 2013 Teaching and Learning International Survey (TALIS) to test for and quantify the relationships between different aspects of working conditions in schools, and both teachers' job satisfaction and desire to move to another school. The research shows that job satisfaction among teachers in England is below that of comparable TALIS nations. Using data on over 50,000 teachers from 34 different countries, and controlling for the effects of teacher age, gender, qualifications and experience, the research shows that more cooperation between teachers and more effective professional development is associated with increased teacher job satisfaction. The findings of this report highlight the importance of the more interpersonal aspects of working conditions, such as school leadership and teacher cooperation, for helping to reduce turnover. [For the 2018 report, "TALIS 2018: Teacher Working Conditions, Turnover and Attrition. Statistical Working Paper", see ED604489.]