An Investigation of Teachers’ Motivations for Entering the Teaching Profession in Saudi Arabia

Abstract

This cross-sectional study comes as a response to the global calls to improve the quality of education and teachers and the increasing international need for qualified teachers. Few researchers have examined this issue from the context of developing countries, including Saudi Arabia. The present study seeks to examine the factors motivating Saudi teachers when choosing teaching as a profession and their commitment to teaching. Using a concurrent mixed- method approach, 793 pre-service and in-service teachers responded to a questionnaire survey which was adapted from the theoretical model of factors Influencing Teaching Choice (FIT- Choice) along with a brief measurement of occupational commitment. Qualitative data were gathered from 16 in-service teachers through semi-structured interviews. For the quantitative analysis, correlation tests, independent samples t-tests, a multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) of stepwise regression analyses were conducted using SPSS, while the interview data were analysed thematically. The findings indicated that altruistic (i.e., social utility values) and extrinsic motivations (i.e., job security/salary, prior positive teaching and learning experiences), followed by one’s perceived teaching ability, played an important role in shaping the choice to become teachers. Moreover, the participants perceived teaching to be a highly challenging job of low social status. The interview data indicated that culturally relevant factors, such as religion and teaching as a preferable choice for women, were additional motives. A comparison of the motivations was made across the different factors and teacher sub-groups. Overall, female teachers were more satisfied and showed stronger motivations toward the profession, while in-service teachers, who expressed higher teaching abilities, valued social utility factors and job security more than pre-service teachers. Finally, intrinsic motivations, followed by social utility values and the ability to teach, were key factors contributing to occupational commitment among pre-service teachers. This study concludes with the implications of the findings and recommendations for future research.