Exploring the Predictors of Job Satisfaction among Arab ESL Teachers

Abstract

Purpose: Low teacher retention rates have been an ongoing issue facing the education sector worldwide, and low job satisfaction is viewed as the reason for teacher shortage. This study examines the factors influencing Arab ESL public school teachers' (N=579) job satisfaction and the extent to which their English language proficiency, teaching self-efficacy, and classroom goal structures impact their job satisfaction levels. It further investigated ESL teachers' experiences. Method: This study employed mixed methods research design. The questionnaire for data collection was adapted from previous studies, and data was gathered using purposive sampling. Correlations, one-way ANOVA, and stepwise hierarchical regression were used for analysis. Three ESL teachers with high job satisfaction scores were interviewed with interview protocol based on the initial quantitative results. Data was analyzed using thematic analysis. Findings: The questionnaire results showed classroom goal structures were the strongest predictor of teachers' job satisfaction with efficacy in student engagement significantly related to teachers' job satisfaction. Additionally, qualitative interviews revealed a practical list of strategies, classroom goals, and engagement methods driving teachers' satisfaction. Implications and Future Research: The study's findings show that increasing teachers' job satisfaction levels and retention rates can be accomplished by using mastery and performance classroom goal structures, like competitive activities, and focusing on student growth, not grades. The results are beneficial for future research and policy makers, who might benefit by creating a professional development plan for increasing teacher job satisfaction.