| Summary: | 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.
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