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What Predicts English Language Teachers' Job Satisfaction in Kuwaiti Public Schools?
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
This paper reports on findings from a sequential, explanatory, mixed methods study investigating the impact of teachers’ self-efficacy, English proficiency, and classroom goal structures on teacher’s job satisfaction outcomes of 579 Arab ESL teachers in Kuwait. Phase I quantitative survey results revealed that classroom goal structures were the strongest predictor of teachers’ job satisfaction, and efficacy in student engagement was found to be significantly related to teachers’ job satisfaction. In Phase II, qualitative findings revealed a list of mastery- and performance- related strategies, goals, and engagement methods highly satisfied teachers used which contributes to their high job satisfaction scores. This study presents a significant theoretical contribution to the literature and provides practical implications for professional development and teacher education programs.