Introduction. Despite the ongoing feminization of the scientific field and the increase in the number of women in science and education, there is still a low level of job satisfaction and motivation among female workers, which may be caused by a combination of different professional roles and household chores. This article aims to study the components of job satisfaction and professional motivation of women working in education. The study involved 131 people aged 20 to 75 years (including 103 women), academic staff, administrative and maintenance personnel. Methodology and methods: theoretical analysis of scientific literature, questionnaires (to identify and describe the age, length of service and professional characteristics of study participants), psychological testing (P. Spector’s Job Satisfaction Survey and Barbuto and Scholl Motivation Sources Inventory) and methods of statistical data analysis (Shapiro-Wilk test; Student's t-test, Mann-Whitney U-test; non-parametric Kruskal-Wallis test). Results. A comparative analysis showed that the level of job satisfaction and its components do not have significant differences between men and women working in education. By dividing the women's sample into subgroups according to the position and job features, significant differences were found in terms of “performance conditions” and “colleagues”. We have also found a significant influence of age and work experience on some components of job satisfaction and professional motivation of women working in education.