Background: The purpose of present study was to investigate the role of emotional regulation, positive and negative affect in job stress and job satisfaction among the teachers of students with special needs.

Method: Among exceptional education teachers of Tabriz, 250 subjects were selected randomly, and research instruments were given them and among those, 228 teacher’s instruments where completed and sent back which 60 of participant were male (age mean 40.6±5.1) and 168 female (age mean 40.1±5.6). The research instruments included Emotion Regulation Questionnaire (ERQ), Positive and Negative Affect Scale (PANAS), Berifild and Roth Jab Satisfaction Questionnaire and Job Stress Questionnaire. Pearson correlation coefficient and multiple regression analysis were used to analysis the data.

Results:  Results showed that reappraisal strategy of emotional regulation is correlated with job stress (r=-0.22) and job satisfaction (r=0.24); also negative and positive affect were correlated with job stress (respectively r=-0.17 and r=0.22) and with job satisfaction (respectively r=0.54 and r=-0.33).

Conclusion: Results showed that reappraisal significantly predict job stress and job satisfaction; negative affect predicts job stress, but both negative and positive affect predict job satisfaction.