This study focused on the motivation for selecting a teaching profession This study focuses on the motivation for selecting a teaching profession related to social usefulness, and analyzes its influence on the satisfaction of elementary school teachers, using data from the Teaching and Learning International Survey (TALIS) 2018. The main results of this study are as follows: First, elementary school teachers social usefulness-based teaching choice motivation had a positive effect on teaching satisfaction, and the magnitude of this influence was relatively great among all variables. In other words, the higher the degree to which the teaching profession was selected based on social usefulness, the greater was the satisfaction. Second, teacher satisfaction was also significantly related to gender, extrinsic motivation, teacher efficacy, autonomy, and administrative work class atmosphere, teacher-student relationship, community climate, and school location. That is, male teachers showed a higher degree of satisfaction for teaching jobs compared to their female counterparts, and extrinsic motivation, teacher efficacy, autonomy, atmosphere in the class, teacher-student relationship, and school community climate also had a positive effect on the satisfaction of teaching jobs. However, as administrative burden increased, teachers satisfaction tended to be lower, and it was found that school teachers in urban areas had diminished satisfaction than teachers in rural areas. Based on these findings, it was proposed to establish various teacher support policies to enhance teacher satisfaction.