Expectancy Theory and Organizational Justice Theory in Revealing Qatar’s Public School Teachers’ Motivation, Satisfaction, and Retention

This chapter discusses how two theoretical frameworks inform my research on teachers’ motivation, satisfaction, and retention in Qatar public schools. Understanding the key factors that influence teachers’ motivation, satisfaction, and retention is essential, as these factors significantly impact the education landscape in Qatar. The chapter discusses an overview of the theoretical frameworks, namely, expectancy and organizational justice theory employed to inform the study and investigate the complex dynamics of the research problem. It also outlines the research questions and how they were derived from the theoretical frameworks as well as the methodological approaches utilized to examine teachers’ motivation, satisfaction, and retention in Qatar public schools. It delineates the choice of research methodologies and the fundamental rationale of the selected theoretical frameworks. The study seeks to understand teachers’ perspectives and how their perspectives might affect their work in Qatar. The conceptualization of the research problem and the theoretical frameworks that inform the study may be applicable to other similar educational research settings.