Job Satisfaction and Teacher Education: Correlational Study in Postgraduate Graduates in Education

Teacher education is recognized as the process of improving teaching practices. During their postgraduate studies, aspiring teachers are encouraged to improve both practice and working conditions. Therefore, an expectation for Masters’ degrees that upon graduation, they can achieve job satisfaction. This study had a quantitative approach with cross-sectional correlational non-experimental research design. Its objective was analyze level satisfaction after graduating Master’s degree in Education, this, correlate sociodemographic variables As information-collection technique, Job Satisfaction Scale Teachers (ESLA) used, which has reliability internal consistency 0.88 Cronbach’s alpha. The results show Education score significant levels satisfaction, ranging between high moderate, confirming that, other greater possibilities qualification teacher preparation, maintained or generated. statistical hypothesis testing method inferential statistics confirmed moderate be from training, without implying relationships gender, type hiring, doctoral degrees, contracts educational institution where work.