Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this study was to examine how factors of long-distance commuting relate to teacher quality and affect teachers job satisfaction, attendance, and performance at high schools in the Saudi Arabian Department of Education in Al-Quwayiyah. Main objectives of the study were to investigate the relationship between the factors of long-distance commuting and teacher quality through job satisfaction, attendance, and job performance, to examine the extent of the weekly and daily impact of long-distance commuting on teacher quality, to make recommendations on how to reduce the negative impact of long-distance commuting on teacher quality, and to provide recommendations for researchers and practitioners. This study was conducted with quantitative research. All teachers at the public high school level in Al-Quwayiyah, Saudi Arabia, constituted the population of the study—approximately 58 high schools, both boys and girls, which employed 768 teachers. For the boys schools, 26 high schools employed 265 teachers in the Educational Department of Al-Quwayiyah. For the girls schools, 32 high schools employed 503 teachers. A total of 360 (46.88%) of the 768 teachers participated in the survey; of the 360 who took the survey, a total of 274 completed responses were received for a response rate of 76.11% and were analyzed for the descriptive sub-questions. A total of six (2.19%) of the completed responses were eliminated before inferential testing, as they were identified as significant outliers. The main variables in this study were job satisfaction, attendance, and performance as the dependent variables; the independent variables were distance, gender, and commuting frequency. Descriptive and inferential statistical analysis for the research was conducted using descriptive statistics, simple linear regression, and a multivariate analysis of variance to answer the research questions. Six null hypotheses were tested. The results of this study identified that long-distance commuting did predict a significant proportion of the variance in job satisfaction, attendance, and job performance. Additionally, this study indicated that there were statistically significant differences between gender with respect to teachers levels of job satisfaction, attendance, and performance, and there were statistically significant differences across frequencies of commuting (nightly and weekly) with respect to teachers levels of job satisfaction, attendance, and performance. Finally, the results of this study indicated that there was not a significant interaction effect between gender and commuting frequency.

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