Abstract
Teachers play a crucial role in shaping the quality of education. As they navigate through challenging responsibilities, the desire for career success is inherent among teachers. Assessing career success subjectively, including individual satisfaction and feelings toward one’s career, holds significance for teachers. Career development involves various stages, and individuals, including teachers, undergo an evolution of psychological needs and desires at each stage. The differing needs across career stages may lead to different views of career success by teachers. This study aims to explore differences in subjective career success among teachers in the establishment and maintenance stages. Employing a comparative quantitative approach, the research involved 677 teachers recruited through non-probability quota sampling. The Subjective Career Success Inventory served as the research instrument, and data analysis employed difference tests. Results indicate significant differences in subjective career success between teachers in the establishment and maintenance stages. Differences were observed in dimensions such as recognition, quality work, meaningful work, influence, growth and development, and satisfaction among teachers in these career development stages.
 Keywords: career development stages, subjective career success, teacher
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