Investigating Teachers’ Job Satisfaction: The Roles of School Leadership, Workload Stress and Teacher Self-Efficacy: Evidence from TALIS 2018, UAE Data

Abstract

In this study, the roles of school leadership, workload stress and teacher self-efficacy in ensuring teacher job satisfaction among 8,648 school principals and teachers from the United Arab Emirates (UAE) who took part in the 2018 Teaching and Learning International Survey (TALIS) were examined. Structur-al equation modelling (SEM) was used, and it revealed that workload stress and self-efficacy have a significantly positive effect on teacher job satisfaction. However, school leadership had no effect on teacher job satisfaction. The re-sults imply that UAE teachers who perceive themselves as capable and have a manageable workload are more likely to be satisfied with their jobs. This sug-gests the need for immediate interventions to manage and mitigate stress, po-tentially through workload reduction and effective stress management pro-grams.