Professional Identity and Its Relationship to Job Satisfaction Among General Education Teachers in Light of Some Variables

Abstract

The current study aimed at identifying the level of professional identity and its relationship to job satisfaction in light of some demographic variables among general education teachers. The study used the descriptive survey approach, and two scales were prepared for professional identity and job satisfaction. They were administered to a sample of (472) teachers in the Eastern Province of the Kingdom of Saudi Arabi; selected randomly. The study results showed a high level of professional identity and job satisfaction among teachers with a total score and various dimensions. There was a weak direct relationship between professional identity and job satisfaction. The results indicated the following: there are differences in professional identity according to the gender variable (males - females) in favor of females. There are no differences in job satisfaction in its various dimensions due to the gender variable except for the dimension of satisfaction with social status. There are no differences in professional identity and job satisfaction in their various dimensions due to the variable of the educational stage except for the dimension of satisfaction with wages and salaries. The current study recommended the need to pay attention to professional identity and develop it among teachers at all educational stages, which is reflected in professional job satisfaction and the absence of teachers' dropout.