The credibility of findings ensuing from cross-sectional survey research depends largely on the validity and reliability of the research instruments. Critical attention to the quality of such instruments will ensure logical and valid results. The purpose of this article is to provide evidence for two methodological issues observed that are potential threats to construct validity of widely used Teaching and Learning International Survey (TALIS) 2018 data on teacher job satisfaction scale (TJSS). The first issue concerns reverse recoding of some items necessary to obtain a coherence covariance between these items and other items on the same subscale. The second issue concerns the addition of item cross-loading necessary to improve the fit of the TJSS. Both conceptual and empirical arguments are provided in the current article to substantiate these observations. A series of structural equation modeling tests are evaluated to assess the measurement model of the TJSS across 27 randomly selected countries/economies that participated in the survey. The results reveal gross misspecifications in the measurement model if these issues are not addressed. An alternative two-factor structure with an item cross-loading is proposed and evaluated for TJSS and found acceptable across the countries/economies. Some implications of findings for methodologists and practitioners are presented.