Teacher Participation in Decision Making and its Relationship to Job Satisfaction in Middle Schools in Riyadh, Saudi Arabia
| dc.contributor.author | Alwadi, Abdulmohsen | en |
| dc.contributor.committeechair | Alexander, Michael D. | en |
| dc.contributor.committeemember | Cash, Carol S. | en |
| dc.contributor.committeemember | Alenezi, Abdulaziz Sh | en |
| dc.contributor.committeemember | Brinkmann, Jodie Lynn | en |
| dc.contributor.department | Educational Leadership and Policy Studies | en |
| dc.date.accessioned | 2024-04-17T16:35:18Z | en |
| dc.date.available | 2024-04-17T16:35:18Z | en |
| dc.date.issued | 2024-04-09 | en |
| dc.description.abstract | Background: Teacher job satisfaction is considered an important topic in the education field. Many variables impact teacher job satisfaction. This study examined teacher participation in decision-making and its relation to teacher job satisfaction in ten public middle schools in the north of Riyadh, Saudi Arabia. It also sought to determine the impacts of gender and teaching experience on job satisfaction and participation in decision-making. Methods: A quantitative method with descriptive and inferential statistics was used, as well as a correlational analysis of the data. Pearson's correlation analysis was used to determine the relationship between teachers' participation in decision making and their job satisfaction. Ten public middle schools (located in north of Riyadh) were randomly chosen for this study. Of these, five were chosen for the male sample, totaling 62 teachers. Another five middle schools were chosen for the female sample, totaling 72 teachers. Accordingly, a total of 134 teachers of both genders participated in the study. Instrument: Two valid and reliable surveys were developed by (Aldeeka and Khasawneh, 2021). The participants were given two surveys to complete. The first survey for job satisfaction included four domains. The second survey for participation in decision-making also included four domains. The surveys had a total of 54 questions. Statistical Package for Social Sciences (SPSS) was used to analyze the data. Job satisfaction was shown as a dependent variable, whereas decision-making participation was the independent variable. Gender and teaching experiences were as controlling variables. Findings: The major finding of the study were as follows: 1) There was a positive correlation between job satisfaction and participation in decision-making (r (134) = .468, p <.001); 2) There was no difference in job satisfaction between males and females; 3) There was no difference in participation in decision-making between males and females; 4) There was a difference for teaching experience in relation to job satisfaction; 5) There was no difference between participation in decision-making in relation to teaching experiences; and 6) The level of job satisfaction and participation in decision making for the total sample considered within average level. The findings aim to support educational policymakers in the education field. Additionally, various recommendations were put forward to boost teachers' job satisfaction. | en |
| dc.description.abstractgeneral | This study sought to highlight the importance of participation in decision-making and its relation to teacher job satisfaction. Moreover, the study also identified the impacts of gender, and teaching experience on job satisfaction and participation in decision-making. The study sample included 134 male and female teachers. 10 public middle schools, located in the north of Riyadh, were randomly selected. Two survey instruments, considered valid and reliable, were developed by (Aldeeka and Khasawneh, 2021) and used in the study. The results suggest there is a positive correlation between participation in decision-making and job satisfaction. Furthermore, there was no difference in job satisfaction and participation in decision-making between genders. In addition, the study found that there was a difference between the extent of teaching experience in relation to job satisfaction. However, no difference was found between the extent of teaching experience and participation in decision-making. Finally, the level of job satisfaction and participation in decision making for the total sample was considered average according to the scale which developed by Aldeeka and Khasawneh (2021). | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:39547 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/118624 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Job Satisfaction | en |
| dc.subject | Participation in Decision Making | en |
| dc.subject | Teachers | en |
| dc.subject | Gender Teaching Experiences | en |
| dc.title | Teacher Participation in Decision Making and its Relationship to Job Satisfaction in Middle Schools in Riyadh, Saudi Arabia | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |
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