本研究透過經濟合作暨發展組織「教與學國際調查」調查數據，進行階層線性模型分析，同時也以日本和新加坡作為描述統計分析的參考，用以瞭解韓國教師工作滿意度（環境滿意度與職業滿意度）受教師層面與學校層面的影響因素。本研究發現：一、韓國教師工作滿意度中，職業滿意度高於環境滿意度；二、教師層面中，韓國教師的有效專業發展與教師合作在三國中偏低，專業發展需求居中；三、至於學校層面，三國中，韓國的相互尊重次於新加坡，而校長分散式領導則最高；四、韓國教師層面的有效專業發展、專業發展需求和教師合作，對環境滿意度與職業滿意度產生顯著差異，但專業發展需求未對職業滿意度產生顯著差異；五、對韓國教師而言，學校層面的相互尊重和分散式領導對教師工作滿意度沒有顯著影響，且無法對教師層面產生顯著的調節作用。最後，提供後續政策與研究建議。

This study aims to analyze the factors from levels of teachers and schools influence on Korean teacher job satisfaction (including with environment satisfaction and with profession satisfaction) among Teaching and Learning International Survey in 2013 by hierarchical linear model (HLM) analysis and compare with Japan and Singapore. This study’s findings are: First, the with profession satisfaction of Korean teachers is higher than the with environment satisfaction, indicating the social status and professional of teachers are valued. Second, the effective professional development and teacher cooperation of Korean teachers are low in the three countries, and the professional needs are middle between three countries. Third, from school level, the mutual respect in Korean school climate is higher than Singaporean and the highest of distributed leadership among three countries. Forth, the effective professional development and teacher cooperation at teacher level of Korea can affect the with environment and with profession satisfaction with significant difference, but the professional development needs can affect on with environment satisfaction with significant but not on with profession satisfaction. Fifth, from school level, for Korean teachers, mutual respect and distributed leadership have no significant impact on teacher job satisfaction and the school level can’t make a significant adjustment to the teacher level to impact on teacher job satisfaction. This study provides further research at final.