Job satisfaction of teachers who work with students with autism spectrum disorder (ASD) is of special importance due to the intense challenges of the educational process and the needs in special education. Factors affecting the job satisfaction of teachers working in special education can be caused by both individual and environmental factors. When the literature on how factors such as difficulties faced by teachers working with students with ASD, workload, lack of resources and emotional burnout affect teachers' job satisfaction condition is examined, it can be seen that studies are quite limited. The aim of this study is to determine job satisfaction levels of classroom leaders working with students with ASD in special education schools or special classrooms affiliated to the Ministry of National Education (MEB) in Konya province and to examine their views on the main factors affecting their satisfaction. The research method used in this research was semi-structured interview method. The participants of the study were selected from Meram Local Education Authority within the Konya Local Authority and consisted of ten classroom leaders who are working as special school headteachers working at Meram Special Education Practice School (Level 3) and Selçuklu Special Education Practice School (Level 3), with students identified with mid-severe ASD in their classes. The data were collected through a semi-structured interview form developed by the researchers. The analysis of the data was analysed with the help of descriptive analysis method. The findings will be presented at congress in the detail.

Keywords: Qualitative Research, Job Satisfaction, Classroom Leader, Autism Spectrum Disorder.