Teachers’ satisfaction with continuing education is one of the key components for a better development and harmonization of continuing education in accordance with contemporary demands and changes in educational systems. The goal of the research was to determine the level of teachers’ satisfaction with continuing education. The research comprised 153 participants, teachers in primary education, from different regions (six counties: 1. Split-Dalmatia, 2. Šibenik - Knin, 3. Zadar, 4. Istria, 5. Zagreb and 6. Brod-Posavina). Evaluating the satisfaction with the quality of continuing education, most of the participants (44.4%) are both satisfied and dissatisfied with continuing education. It is interesting that, when analyzed by regions, there is no statistically significant difference in evaluations of education provided by the Ministry of Science, Education and Sports and education provided by the Education and Teacher Training Agency, but there are differences in evaluations of non-government associations. Teachers want the contents of continuing education to be in accordance with contemporary educational topics and applicable in practice. One of the most influential factors (54.4%) affecting the selection of continuing education of teachers is the personal professional development plan. Nearly 30% of primary education teachers consider themselves not to be competent enough to develop and monitor basic competences in students. Although most of the participants consider themselves highly competent in development and monitoring of competences that are set by the European Council, it is interesting that there are competences that none of the participants has listed as those that he or she develops most with his or her students (technological knowledge and digital competence).Zadovoljstvo učitelja stručnim usavršavanjem jedna je od ključnih sastavnica za kvalitetniji razvoj i harmonizaciju stručnog usavršavanja u skladu sa suvremenim zahtjevima i promjenama u odgojno-obrazovnim sustavima. Cilj istraživanja bio je utvrđivanje zadovoljstva učitelja stručnim usavršavanjem. U istraživanju su sudjelovala 153 ispitanika, učitelja razredne nastave, iz različitih regija (šest županija: 1. Splitsko-dalmatinska, 2. Šibensko-kninska, 3. Zadarska, 4. Istarska, 5. Zagrebačka i 6. Brodsko-posavska). Procjenjujući zadovoljstvo kvalitetom stručnog usavršavanja, većina ispitanika (44,4%) je koliko zadovoljna, toliko i nezadovoljna stručnim usavršavanjem. Zanimljivo je da, kada se analizira po regijama, ne postoji statistički značajna razlika u procjenama edukacija MZOS-a i Agencije za odgoj i obrazovanje, ali postoje razlike u procjenama nevladinih udruga. Učitelji žele da su sadržaji stručnog usavršavanja usklađeni sa suvremenim obrazovnim temama te da su primjenjivi u praksi. Jedan od faktora koji najznačajnije utječe (54,4%) na izbor stručnog usavršavanja učitelja je osobni plan profesionalnog razvoja. Gotovo 30% učitelja razredne nastave smatra da nije dovoljno osposobljeno za razvijanje i praćenje temeljnih kompetencija kod učenika. Iako većina ispitanika procjenjuje da su dobro osposobljeni u razvijanju i praćenju kompetencija koje propisuje Europsko vijeće, zanimljivo je da postoje kompetencije koje niti jedan ispitanik nije naveo kao one koje najviše razvija kod svojih učenika (tehnološko znanje i digitalna komepetencija)
