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Mehrban, Saqib (2017) To What Extent is the Motivation of Western Teachers Understood by School Leaders in a Boys' Elementary School in Saudi Arabia? [Dissertation (University of Nottingham only)]

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Abstract

This dissertation investigates the motivation of Western teachers in the Saudi Arabian education

system. Qualitative data collection methods are used to understand the different realities

experienced by teachers and leaders. The transformative aspect to this project recognises the

stark power inequality between Western teachers and school leaders in Saudi Arabia.

Documentary evidence, reflective journal entries, group and individual interviews, as well as

questionnaires are all used to understand the state and management of teacher motivation in a

Riyadh school.

The results indicate that the only way school leaders effectively motivated teachers in the school

studied, was through the provision of material rewards. A top-down culture of compliance and a

lack of autonomy for teachers were serious demotivators, as was the lack of professional

development (PD) provided without caveats. It is argued that the school would benefit by moving

away from the unsustainable model of motivating teachers with material rewards. It is

recommended that school leaders ought to involve and inspire teachers with a vision and boost

intrinsic motivation by developing autonomous teachers. To raise morale, performance and

motivation, the prevailing top-down culture should be reformed into a more democratic one,

where teachers reciprocate the trust shown in them by leaders.

Item Type:	Dissertation (University of Nottingham only)
Depositing User:	Gigg, Diane
Date Deposited:	06 Mar 2018 16:32
Last Modified:	15 Mar 2018 08:58
URI:	https://eprints.nottingham.ac.uk/id/eprint/50238

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