The study explored teachers? perceptions of the most common indicators of their quality of work life in primary schools in the St. George East Education Division of Trinidad and Tobago. It sought, also, to develop separate Quality of Work-life (QWL) categories and make comparisons among schools.?The sample consisted of randomly selected 405 teachers from thirty (30) government and government-assisted schools primary schools from the St. George Education District taking into account variables such as size, school type, demography and sex. The study examined the relationship between the demographic and school-level quality of work life factors as well as the predictive power of each independent factor on overall quality of work life.?The study employed a quantitative method using a cross-sectional design. The data were analyzed using the Statistical Package for the Social Sciences (SPSS-SPG2). T-tests and ANOVA were used to examine teachers? quality of work life based on school type, location, sex and years of teaching experience. Correlation and regression analysis were employed to ? examine the relationship between each of the quality of work life factors as well as their influence on the overall dependent quality of work life.?The results indicated that the human relations QWL factors such as social integration, intrinsic characteristics and student-related issues were the most important dimensions of teachers? quality of work life. The results indicated further that there was a moderate to high correlation among the quality of work life factors and collegial relations among teachers had the greatest influence on their work life in schools.