Based on Social Cognitive Theory, the purpose of this study was to examine the effects of several demographic and psycho-social factors involved in teachers' job satisfaction. The sample consisted of 68 secondary school teachers in cultural diversity settings. Their average age was 43.56 years old (SD =10.93); 60.3% were women and 38.2% were men. Path analyses showed that the teachers' job satisfaction was significantly and positively related to personal achievement and perceived support from

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... lleagues, and significantly and negatively related to emotional exhaustion. The teachers' self-efficacy was an indirect predictor of job satisfaction, and a direct predictor of personal achievement and perceived support from colleagues. Resumen. El objetivo de este estudio, formulado desde la Teoría Social Cognitiva, fue examinar el efecto de algunas variables demográficas y psicosociales implicadas en la satisfacción laboral de los profesores. La muestra consistió en 68 profesores de secundaria en contextos caracterizados por su diversidad cultural. La media de edad fue de 43.56 años (DT = 10.93); el 60.3% eran mujeres y el 38.2% hombres. Un path análisis demostró que la satisfacción laboral estaba positivamente relacionada con el logro personal y el apoyo percibido de los compañeros, y negativamente relacionada con el agotamiento emocional. La autoeficacia de los profesores fue un predictor indirecto de la satisfacción laboral y un predictor directo del logro personal y la percepción del apoyo recibido de los compañeros. Palabras clave: estrategias de afrontamiento, agotamiento emocional, satisfacción laboral, autoeficacia del profesor, apoyo percibido, logro personal. Education International hopes to promote an improvement in teachers' working conditions that will lead to higher quality education, and also speaks out against the growing lack of respect and appreciation for teachers. Such working conditions are risk factors for teachers, with results such as absenteeism, a lack of professional achievement and involvement, burnout and job dissatisfaction. In turn, these negative aspects, along with other personal and contextual factors, can lead to the non-adaptation of students, in other words, truancy, negative attitudes towards schools, dropping out, behavioural disorders and so on (Sikorski, 1996) . These feelings of unease in the students also affect teachers and can create a negative loop that, if left unchecked, can push teachers from initial job dissatisfaction to develop somatic symptoms, depression, anxiety and insomnia (Matud