Abstract
Job satisfaction among teachers is a central feature of educational research owing to its benefits for both teachers and students. Compared with their counterparts, teachers satisfied with their roles and responsibilities in the work context demonstrate greater commitment to their organisation, are less likely to leave the profession, and contribute more positively to the educational attainment of their students. Theoretical advances in the study of job satisfaction have emphasised the importance of using stable and robust quantitative measurement tools to facilitate cross-cultural comparisons. This study aims to broaden research on the Teaching Satisfaction Scale (TSS) by examining its psychometric properties through classical test theory (CTT) and Rasch and Mokken analyses. Overall, the three approaches confirmed that the TSS is a unidimensional scale with sound validity and internal consistency. The TSS was also found to be a valuable resource for researchers in different cultural contexts, as it can be used without overburdening teachers and it provides valuable information to support interventions aimed at enhancing job satisfaction. CONTRIBUTION: These approaches confirmed that the scale is unidimensional with satisfactory reliability and validity and that the TSS is a valuable resource as it can be used without overburdening teachers and can inform interventions aimed at enhancing job satisfaction.