The Effect of Job Satisfaction on the Performance of Saudi EFL Elementary School Teachers in Taif City

Abstract

The increasing number of incapable elementary school students failing to achieve learning outcomes is attributed to their teachers’ low performance, indicative of a lack of ability or willingness to teach according to prescribed standards, stemming from teachers’ job dissatisfaction. Thus, this study will discuss the relationship between Saudi English as a Foreign Language (EFL) elementary teachers’ job satisfaction and their job performance and how job satisfaction influences performance. The field of job satisfaction research is international. However, few studies have been conducted in the Saudi contexts, while the existing literature does not adequately describe job satisfaction among Saudi elementary teachers. This study, which was conducted in Taif, Kingdom of Saudi Arabia will fill that gap by examining the job satisfaction of Saudi EFL elementary school teachers and its relationship to their work performance. It is a mixed-methods study where the data will be gathered in two different ways: a questionnaire and a semi-structured interview. Thus, this study will employ both quantitative and qualitative methods. The participants will include 111 Saudi EFL teachers teaching at the elementary level. The questionnaire that has been created consists of three dimensions. The first dimension is general information about the participants. The second and third dimensions of the questionnaire are developed by Werang et al. (2017b).  Then, the interview will be conducted with three participants from the same sample. (2017b). The research finding indicates that there is a positive relationship between teachers’ job satisfaction and their performance.