Job satisfaction is one of the key factors of every business organization, including educational institutions. The topic of this paper is the job satisfaction of educators in preschool institutions. After the theoretical analysis of the topic, the empirical research was conducted in March 2022. The goal of the research was to investigate the contribution of individual determinants and job characteristics in predicting job satisfaction of educators in preschool institutions. The problems of the research were to determine the contribution of individual sociodemographic (gender, age, level of education, length of service) and psychological (estimates of job stress, indicators of psychological climate, and psychological capital) characteristics of the participants, as well as job characteristics (physical environment, income, collective) in explaining satisfaction of the teacher's job. For the purposes of this research, there were used General Job Satisfaction Scale (Maslić Seršić and Šverko 2000), the Psychological Climate Questionnaire (Tomas, Maslić Seršić and De Witte 2019), the Teacher's Work Stress Assessment Scale (Živčić-Bećirević et al. 2005) and the Short Psychological Capital Questionnaire UPK-12 (Murgić, Rijavec and Miljković 2019). The research was conducted on a random sample (N= 238) of kindergarten teachers from the Republic of Croatia. The results show that sociodemographic characteristics of educators are not statistically significantly related to job satisfaction. However, job characteristics predict job satisfaction. Educators who have a higher salary rate the higher equipment of kindergartens, those who have a better psychological climate, less stressful work and a higher level of psychological capital ‒ reported higher job satisfaction.