title: Job satisfaction of women teachers in Saudi private schools: Examining perceptions, challenges and teachers turnover

authors: Alsubaie, Hana

subjects: Job Satisfaction

abstract: This research is the first study thus far to investigate factors influencing the job satisfaction/dissatisfaction of women teachers in Saudi private schools, and the factors that prompt them to consider leaving or remaining in their jobs. As part of Saudi ‘Vision 2030’, the government is striving to improve the quality of its educational system. Teacher satisfaction is an integral part of these efforts as satisfied teachers are more committed, stay longer, and are better instructors. 
Using a qualitative approach, this study was underpinned by Herzberg’s two-factor theory and Maslow’s hierarchy of needs in exploring women teachers’ experiences in Saudi private schools. The results from interviewing 16 women teachers illustrated the limited applicability of Herzberg’s two-factor model and Maslow's hierarchy of needs to explicate the job satisfaction/dissatisfaction of the study participants. The applicability of Herzberg's theory was only insofar as the findings indicated that extrinsic and intrinsic factors influenced teachers’ level of job satisfaction. However, contrary to Herzberg's linking extrinsic factors specifically to dissatisfaction and intrinsic factors to satisfaction, the findings showed that factors affecting women teachers’ job satisfaction were a mix of extrinsic and intrinsic factors, with the extrinsic factors playing a more dominant role. Similarly, Maslow’s hierarchy of needs was not entirely applicable due to contextual issues which made the women’s experiences vary from Maslow's position that people seek higher-level needs after attaining lower-level needs. 
Furthermore, the study highlighted that teacher job satisfaction is very complex and goes beyond the work environment-based rational explanations. The findings showed that factors that prompted the women teachers to consider leaving or remaining in their jobs had less to do with satisfaction or dissatisfaction but more to do with social norms and the job market, which made staying at home a non-viable option. Remaining on the job, therefore, was a strategy to gain experience that would facilitate access to better public-school jobs or might result from the religious rationalisation of the teaching role. 
This investigation indicated that strategies to improve the job satisfaction of women teachers should focus beyond intrinsic factors such as opportunities for growth and participation in decisions affecting their work. Instead, strategies should include extrinsic factors such as pay and job security. In addition, the study indicated a need for more interventions by the Ministry of Education in private schools sector, such as: improving the governance of private schools, especially in terms of monitoring mechanisms; the need for private schools to revisit their conditions of service in view of the participating women’s experiences; and the need to decentralise decision-making in private schools to give teachers more responsibility and autonomy over their work. Also, employment policies in private schools should be clear and aligned with the Ministry of Education and the Ministry of Labour’s requirements to improve general working conditions.

text: Job satisfaction of women teachers in Saudi private schools: Examining perceptions, challenges and teachers turnover This research is the first study thus far to investigate factors influencing the job satisfaction/dissatisfaction of women teachers in Saudi private schools, and the factors that prompt them to consider leaving or remaining in their jobs. As part of Saudi ‘Vision 2030’, the government is striving to improve the quality of its educational system. Teacher satisfaction is an integral part of these efforts as satisfied teachers are more committed, stay longer, and are better instructors. 
Using a qualitative approach, this study was underpinned by Herzberg’s two-factor theory and Maslow’s hierarchy of needs in exploring women teachers’ experiences in Saudi private schools. The results from interviewing 16 women teachers illustrated the limited applicability of Herzberg’s two-factor model and Maslow's hierarchy of needs to explicate the job satisfaction/dissatisfaction of the study participants. The applicability of Herzberg's theory was only insofar as the findings indicated that extrinsic and intrinsic factors influenced teachers’ level of job satisfaction. However, contrary to Herzberg's linking extrinsic factors specifically to dissatisfaction and intrinsic factors to satisfaction, the findings showed that factors affecting women teachers’ job satisfaction were a mix of extrinsic and intrinsic factors, with the extrinsic factors playing a more dominant role. Similarly, Maslow’s hierarchy of needs was not entirely applicable due to contextual issues which made the women’s experiences vary from Maslow's position that people seek higher-level needs after attaining lower-level needs. 
Furthermore, the study highlighted that teacher job satisfaction is very complex and goes beyond the work environment-based rational explanations. The findings showed that factors that prompted the women teachers to consider leaving or remaining in their jobs had less to do with satisfaction or dissatisfaction but more to do with social norms and the job market, which made staying at home a non-viable option. Remaining on the job, therefore, was a strategy to gain experience that would facilitate access to better public-school jobs or might result from the religious rationalisation of the teaching role. 
This investigation indicated that strategies to improve the job satisfaction of women teachers should focus beyond intrinsic factors such as opportunities for growth and participation in decisions affecting their work. Instead, strategies should include extrinsic factors such as pay and job security. In addition, the study indicated a need for more interventions by the Ministry of Education in private schools sector, such as: improving the governance of private schools, especially in terms of monitoring mechanisms; the need for private schools to revisit their conditions of service in view of the participating women’s experiences; and the need to decentralise decision-making in private schools to give teachers more responsibility and autonomy over their work. Also, employment policies in private schools should be clear and aligned with the Ministry of Education and the Ministry of Labour’s requirements to improve general working conditions.

year: 2023

title: Quadratic algebra contractions and second-order superintegrable systems

authors: Kalnins, Ernie G.

abstract: Quadratic algebras are generalizations of Lie algebras; they include the symmetry algebras of second-order superintegrable systems in two dimensions as special cases. The superintegrable systems are exactly solvable physical systems in classical and quantum mechanics. For constant curvature spaces, we show that the free quadratic algebras generated by the first- and second-order elements in the enveloping algebras of their Euclidean and orthogonal symmetry algebras correspond one-to-one with the possible superintegrable systems with potential defined on these spaces. We describe a contraction theory for quadratic algebras and show that for constant curvature superintegrable systems, ordinary Lie algebra contractions induce contractions of the quadratic algebras of the superintegrable systems that correspond to geometrical pointwise limits of the physical systems. One consequence is that by contracting function space realizations of representations of the generic superintegrable quantum system on the 2-sphere (which give the structure equations for Racah/Wilson polynomials) to the other superintegrable systems one obtains the full Askey scheme of orthogonal hypergeometric polynomials. © 2014 World Scientific Publishing Company.

text: Quadratic algebra contractions and second-order superintegrable systems Quadratic algebras are generalizations of Lie algebras; they include the symmetry algebras of second-order superintegrable systems in two dimensions as special cases. The superintegrable systems are exactly solvable physical systems in classical and quantum mechanics. For constant curvature spaces, we show that the free quadratic algebras generated by the first- and second-order elements in the enveloping algebras of their Euclidean and orthogonal symmetry algebras correspond one-to-one with the possible superintegrable systems with potential defined on these spaces. We describe a contraction theory for quadratic algebras and show that for constant curvature superintegrable systems, ordinary Lie algebra contractions induce contractions of the quadratic algebras of the superintegrable systems that correspond to geometrical pointwise limits of the physical systems. One consequence is that by contracting function space realizations of representations of the generic superintegrable quantum system on the 2-sphere (which give the structure equations for Racah/Wilson polynomials) to the other superintegrable systems one obtains the full Askey scheme of orthogonal hypergeometric polynomials. © 2014 World Scientific Publishing Company.

year: 2014

title: Too many Māori and Asian people are drowning – can better cultural understanding reverse the trend?

authors: Wheaton, Belinda

abstract: The article discusses the high rate of drownings in New Zealand, particularly among Māori and Asian communities. It highlights the need for culturally specific water safety education to address this issue. The Asian community, in particular, includes many first-generation migrants who may lack water skills due to their upbringing and fear of water. Overprotectiveness towards children around water is also common among Asian parents. The article emphasizes the importance of providing support and learning opportunities to help Asian migrants develop water skills and feel more comfortable in outdoor activities. Additionally, it mentions the declining water skills among New Zealand children in general and the need for better resourcing of school programs and community initiatives like ActivAsian. Culturally relevant knowledge and education are deemed crucial in changing attitudes and behaviors towards water safety. The article stresses that making New Zealand's beaches and waterways safe for all residents, including migrants, requires targeted funding and a collaborative effort to prevent tragic drowning incidents.

text: Too many Māori and Asian people are drowning – can better cultural understanding reverse the trend? The article discusses the high rate of drownings in New Zealand, particularly among Māori and Asian communities. It highlights the need for culturally specific water safety education to address this issue. The Asian community, in particular, includes many first-generation migrants who may lack water skills due to their upbringing and fear of water. Overprotectiveness towards children around water is also common among Asian parents. The article emphasizes the importance of providing support and learning opportunities to help Asian migrants develop water skills and feel more comfortable in outdoor activities. Additionally, it mentions the declining water skills among New Zealand children in general and the need for better resourcing of school programs and community initiatives like ActivAsian. Culturally relevant knowledge and education are deemed crucial in changing attitudes and behaviors towards water safety. The article stresses that making New Zealand's beaches and waterways safe for all residents, including migrants, requires targeted funding and a collaborative effort to prevent tragic drowning incidents.

year: 2022-12-20