A path causal model of the effect of TQM practices on teachers' job satisfaction in schools in Qatar

Abstract

PurposeThis study aims to examine the relationship between TQM practices and teachers' job satisfaction in Qatar, visualizing this relationship through a path causal model.Design/methodology/approachA cross-sectional survey from different schools in Qatar was conducted, using a questionnaire administered to 359 teachers. Factor analysis was used to establish the construct validity of the questionnaire, using two statistical tests: Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy, and Bartlett's test of sphericity.FindingsThe TQM practices measured were information, professional development, teachers' involvement in decision-making, teamwork and salary. Regression analyses showed that only four of the five constructs were significant in predicting teachers' job satisfaction. The path causal model's results revealed that each explanatory variable's direct effect was strengthened via the effect of the other independent variables.Practical implicationsTeachers who are highly satisfied with their jobs are willing to give their best. This study proposes a conceptual causal model for TQM adoption in the Qatar educational system. The proposed causal model will help policymakers and decision-makers in Qatari schools to draw strategies based on the antecedents and consequences of teachers' involvement in decision-making.Originality/valueEmpirically, this article has employed the concepts of TQM and job satisfaction to construct a causal model, demonstrating the effect of TQM practices on teachers' job satisfaction in schools in Qatar, thus bridging the gap between the two fields. To the best of the researcher's knowledge, no prior studies have examined this relationship within Qatari schools.