Abstract

The health crisis has led to new forms of inequality in Spanish society that especially affect areas identified as being disadvantaged by the Andalusian Regional Strategy for Social Cohesion and Inclusion (ARSSCIDA). This situation has demanded a huge effort and sacrifice on behalf of teaching staff in primary and secondary education in these areas. The main aim of the present study was to identify the job satisfaction (JS) felt by teachers working at these educational stages in socially marginalized areas. For this, a quantitative method was employed to elaborate the Job Satisfaction Scale—Primary and Secondary School Teacher Version (JSS—VPSSET). This scale was then administered to a sample of 102 primary and secondary school teachers in ARSSCIDA areas. Descriptive analysis and Student’s t-tests were performed. Significant differences emerged according to educational stage and teaching experience. The present study demonstrates that teaching staff located in the aforementioned areas have medium to high job satisfaction. Further, primary school teachers and those who have fewer years of teaching experience report greater job satisfaction than secondary school teachers and those with many years of professional teaching experience. Such aspects must be addressed when establishing updated measures that enable better job satisfaction and, consequently, increase motivation and professional performance and, finally, provide quality teaching to students at risk of social exclusion.