الاحباط الأخلاقي لدى المعلمين السعوديين  من وجهة نظرهم دراسة نوعية تفسيرية

سليمان بن صالح المسيطير

doi:10.55074/hesj.vi45.1339

Authors

Suleiman bin Saleh Al-Musaytir Assistant Professor in the Department of Foundations of Education, College of Education - Qassim University

DOI:

https://doi.org/10.55074/hesj.vi45.1339

Keywords:

Demoralization, moral rewards, teacher morale, structural and societal factors, educational policies

Abstract

This study seeks to explore Saudi teachers' experiences of demoralization as a result of the societal contexts that impact their morale, and to understand the factors influencing their ability to achieve the moral rewards associated with good teaching. It utilized an interpretive qualitative approach to gain a deeper understanding of participants' experiences. It included seven Saudi teachers from public schools in Buraydah, selected using a purposive sampling method. Semi-structured interviews were used to collect data. Teachers reported that teaching gives them a sense of purpose and allows them to impact their students' lives. Teaching also contributed to their personal and professional growth. The participants encounter several challenges affected their morale, including society treated education as a means to a career rather than a process of social change and self-development; educational policies imposing centralized curricula that do not take into account students' diverse needs, and not involving teachers in their development; and the lack of effective communication between teachers and educational administrations. It recommended empowering teachers in formulating educational policies and developing curricula that are aligned with students' needs; reforming educational contexts: strengthening the role of teachers as social actors rather than merely policy implementers; and improving communication channels between teachers and administrations.

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