In this study, it was aimed to develop an Academic Staff Satisfaction Scale to determine the satisfaction of academic staff in higher education. For this purpose, this study was conducted in a survey model. The population of this study consists of academic staff working in a total of 14 public universities in seven different geographical regions in the 2020-2021 academic year. Two separate sampling groups were selected to perform exploratory and confirmatory factor analyses. Sample I consists of 394 participants for Exploratory Factor Analysis (EFA). Sample II consists of 262 academic staff for Confirmatory Factor Analysis (CFA). In the development process of the Academic Staff Satisfaction Scale, a comprehensive literature review was conducted, an item pool was created, and expert opinions were taken for the language consistency and content validity of the items. A draft scale consisting of thirty-eight items of 5-point Likert type was developed as a result of the pilot application to ensure the item validity of the raw scale. For construct validity, Kaiser-Meyer-Olkin (KMO) and Bartlett Sphericity test values and the Varimax method were used to find the sub-factors, factor loadings, and variance percentages of the scale. As a result of the Exploratory Factor Analysis (EFA), it was determined that the scale had a 5-factor structure. Varimax rotation technique and principal component analysis were used to determine the factor loadings of the scale items and to analyze whether the items explained more than one factor. According to the Confirmatory Factor Analysis (CFA) results, the structure consisting of five factors and twenty-five items was confirmed. The first and second sub-dimensions consist of seven items each, the third sub-dimension consists of five items, and the fourth and fifth sub-dimensions consist of three items each. After analyzing the item contents, the first sub-dimension was named as “academic development,” the second subdimension as “managerial attitude,” the third sub-dimension as “communication and cooperation,” the fourth sub-dimension as “physical infrastructure.” The fifth sub-dimension was named as "social support.” As a result, it can be said that the Academic Staff Satisfaction Scale is a valid and reliable scale. The scale can be used to determine the satisfaction of academic staff in higher education institutions.