Knowing the job satisfaction of teachers is of utmost importance since it has an impact on the quality of the work they perform and, therefore, on the students and on the quality of teaching in the Dominican Educational System. This satisfaction may vary according to different personal or contextual variables, such as the extent to which teachers feel that their basic psychological needs (autonomy, competence and relationship) are satisfied, their satisfaction with the salary they receive, the level at which they teach, or the number of students they serve. The aim of this research was to determine to what extent the personal and contextual variables mentioned above are related to teacher job satisfaction. The instruments used were the Job Satisfaction Scale-Teacher Version (ESL-VP) and the Bassic Psychological Need Satisfaction Scale (BPNSFS), translated and adapted to the work context of teachers. This study has shown, in general terms, that teacher job satisfaction is higher among teachers who are satisfied with their salary. Certain dimensions of job satisfaction are also higher among those who have fewer students to serve and teach in primary school. It has also been observed that the basic psychological need that correlates to a greater extent with teacher job satisfaction is that of autonomy. These results provide a glimpse of factors that should be taken into account in order to maintain a high level of teacher satisfaction.
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