The paper aims to evaluate and compare across a large range of countries the impact of gender diversity on the overall job satisfaction of lower-secondary education teachers. It also seeks to examine whether the effects of gender similarity are asymmetrical for men and women. The empirical evidence is based on the estimation of multilevel models that control for individual characteristics, work-related factors, and school-based variables. The results may be suggestive for policy makers and educational planners who are initiating interventions designed to promote diversity within the education system and to remasculinize the teaching profession.