Measuring Teacher Job Satisfaction in Saudi Arabia With the Teaching and Learning International Survey 2018

• In Event: Leaving or Staying in Teaching? Intentions, Ideologies, and Job Satisfaction

Abstract

TJS has been under the microscope for a long time due to its significant influence on education systems. However, TJS has not been studied sufficiently in the Saudi context despite its significance to many factors within the education system. As a first-time participant in the TALIS, the data collected from Saudi teachers and schools provide a unique opportunity to study how TJS looks like. A multilevel model was applied to count for variability between schools. Results show that school predictors do not explain much of the variability in TJS between schools. Instead, teacher characteristics determine TJS significantly. More efforts are needed to elevate the personal and social utility of teaching as a step towards a better-quality education for all students.

Authors

• Suhayb Kattan, Western Michigan University

• Brooks Applegate, Western Michigan University