This article investigates the factors that affect the job satisfaction of university teachers for which 400 teachers from 4 institutions (public and private) were stratifiedly selected, resulting in a total of 1600 data collected through online forms. The research was of cross-sectional design and quantitative type using an ordinal logistic regression model, analyzing variables such as ethnic identity, field of knowledge, gender, number of children, job burnout, perceived stress and occupational risk. The results indicate that teachers belonging to ethnic groups such as Ethnicity White, Mestizo and Montubio have higher job satisfaction probabilities of 96.7%, 92.3% and 115.3%, respectively. In addition, teachers in Humanities and Communication and Information Sciences report higher job satisfaction, with increases of 53.7% and 55.6%. In contrast, those who identify as “Other” in terms of gender experience a 21.2% decrease in satisfaction. Each additional child is associated with a 21.2% decrease in job satisfaction, while an increase in Work-Related Burnout, Perceived Stress, and Occupational Risk is associated with decreases of 27.3%, 16.2%, and 31.4%, respectively. These findings highlight the need for inclusive policies and effective strategies to improve teacher well-being in the academic university environment
