In the study, it was aimed to examine the occupational burnout, job satisfaction and job stress levels of special education teachers. 292 teachers working in schools and institutions affiliated to Istanbul National Education Directorate (NED) constitute the study group of this research. Data were collected using the ̈Minnesota Job Satisfaction Scale (MJSS) ̈, ̈Maslach Burnout Inventory (MBI) ̈ and the “Organizational Stress Scale (OSS)”.

The findings obtained in the analysis of the data indicated that the teachers' MJSS scores differ significantly in terms of occupational status, department of graduation and income perception level. Additioanlly, the results demonstrated that the teachers’ MBI scores differ significantly in terms of occupational status, department from which they graduated, the type of institution they work in and gender. In the JSQ scores of the teachers, there was a significant difference between the groups in terms of the disability group they work with, professional status, department of graduation, type of institution and the income perception level. It was also found that there was a negative relationship between job satisfaction and occupational burnout and job stress, and positive relationship between occupational burnout and job stress. Furthermore, it was revealed that occupational burnout and job stress levels (together) explained 32% of the total variance in job satisfaction.