Targeting Motivation for Primary School Teachers in Saudi Arabia

Abstract

The aim of the research is to examine the views of teachers working in primary schools in Saudi Arabia (Jeddah) on motivation strategies used in their work environments by their administrators. Phenomenology design, one of the qualitative research methods, was used for the research carried out. Purposeful sampling was used in this study. The data were obtained as a result of face to face interviews with 25 teachers. Content analysis and descriptive analysis were used to analyze the data in the study.On examining the teacher views on the strategies used by their administrators to increase teacher motivation, it was seen that that the opinions could be handled within the scope of Maslow%252339%253Bs hierarchy of needs. For teacher views on how they are affected by the strategies implemented for motivation, it was seen that there were answers related to both motivation and suprizingly lack of motivation. While answers on effective strategies pointed out productivity, answers on ineffective strategies emphasized loss of motivation and burn out. On evaluating the views on teachers expectations and needs to be motivated in the context of more productive work, it was found that there were answers related to professional expectations and needs, and personal expectations and needs. Professional expectations and needs sub-title had three codes which were team spirit, professional development and adequate resources. Personal expectations and needs sub-theme had two codes which were private time and appreciation. Private time code indicated considering family aspects. The results indicated a set of criteria that should be available when designing and applying teacher incentives. Based on the results obtained from the research, it can be suggested that the administrators can use effective communication strategies and receive in-service training to improve themselves