Abstract
In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.