The article presents the results of a theoretical analysis and empirical research aimed at identifying the specific features of the relationship between professional identity and job satisfaction among teaching staff working in inclusive education settings. The relevance of the topic is determined by the need to ensure the professional well-being of teachers under the increasing demands of inclusive practices. The novelty of the study lies in a comprehensive approach to examining the relationship between components of professional identity and various aspects of job satisfaction. The study involved 134 respondents employed in schools implementing inclusive educational practices. The diagnostic tools included the Minnesota Satisfaction Questionnaire (MSQ), the Professional Identity Questionnaire (PIQ), and a social-demographic survey collecting information on age, length of service. To examine differences and identify correlations between variables, non-parametric statistical methods were applied, followed by effect size estimation. The results indicate that professional identity indicators are only slightly dependent on age and teaching experiences but demonstrate statistically significant differences based on levels of internal and external job satisfaction. The findings can be used to develop psychological support programs for teachers in inclusive schools aimed at strengthening professional identity and enhancing job satisfaction.