Examining the Impact of Work Environment, Salary, and Motivation on Job Satisfaction among Faculty in Saudi Arabia’s Public Universities

This study aimed to determine the role of organizational work environment, salary, and motivation in faculty members’ satisfaction with government universities in Saudi Arabia. Data were collected from 56 respondents currently working in government universities in Saudi Arabia. Data were collected through a closed-ended research tool that was primarily developed in English from previous scales, and was translated and distributed into Arabic to fit the local context, as many respondents were Arabic-speaking from Saudi Arabia and Middle Eastern countries working in Saudi public universities. 56 completed questionnaires were administered and used for analysis. Structural Equation Modeling was performed using Smart PLS4. The results showed that the constructs investigated substantially influenced public university teachers’ satisfaction. Among the three variables investigated, salary significantly influenced teachers’ satisfaction with public universities of Saudi Arabia. The other two variables–work environment and motivation–had no significant impact on faculty members’ satisfaction with public universities. The findings will be helpful for university management by focusing on specific areas to increase faculty satisfaction.

Introduction

The role of faculty members in delivering education is widely recognized as a key contributor to educational development. Consequently, understanding and enhancing satisfaction is essential for improving the quality of university education. The concept of satisfaction among university instructors has recently gained increasing attention. It primarily encompasses their work enthusiasm, teaching passion, and professional attitudes, all of which directly influence the effectiveness of the education system. Employee job satisfaction is commonly explained as a psychological response to work encompassing cognitive (evaluative), behavioral, and affective (emotional) components shaped by psychological, physiological, and environmental factors. The earliest formal investigation into job satisfaction is often attributed to Hawthorne’s studies conducted in the 1920s at the Western Electric Company, which concluded that satisfied employees are more productive Sumanasena and Nawastheen, (2022). Vroom (1964), described employee satisfaction as an employee’s affective disposition toward their professional roles. Similarly, Locke (1976) explained employee satisfaction as a positive emotional feeling that emerges from one’s work experiences. Given its strong link to job performance, employee job satisfaction has gained attention in organizational psychology.

The level of satisfaction among employees is indicative of their commitment to their job and the likelihood of remaining in the organization or leaving. This is particularly crucial for the teaching industry trends in Saudi Arabia. The effects of globalization over the past few decades have been far-reaching, with the education and teaching industry being no exception. One of the most significant changes is the heightened competitiveness and demands placed on instructors, which lead to stress enhancement and lower levels of job satisfaction. To keep up with global trends, some countries, including Saudi Arabia, have made significant and rapid changes to their education systems, leading to different workforce and work environments. These changes may affect the employee satisfaction experienced by university faculty members.

Saudi Arabia is a welfare state with a well-structured higher education system. To maintain standards and quality of education, government universities in Saudi Arabia hire qualified individuals as teaching faculties and provide them with opportunities for career development. The success of an organization or institution is often determined by the satisfaction of its employees because satisfied employees are more productive, exhibit reduced absenteeism, have low turnover intentions, and perform better in their jobs. However, the satisfaction of government employees in KSA, particularly in government universities, is affected by certain unique social, economic, and cultural factors. Therefore, conducting a systematic investigation into the job satisfaction of government university employees in Saudi Arabia would help identify various organizational and cultural factors that affect satisfaction, and provide a useful tool to analyze the strengths and weaknesses of the system in this region.

For any educational institution, ensuring teachers’ satisfaction and contentment is vital for fostering a conducive environment for effective teaching and learning. Understanding the factors that influence university teachers’ satisfaction may play an important role in educational institutions’ success and sustainability. Defining satisfaction in the context of university teachers’ various dimensions and interpretations goes beyond mere contentment with job roles and responsibilities to encompass a sense of fulfillment, engagement, and alignment with organizational values and objectives. Therefore, it is imperative for higher educational institutions to discern the features that contribute to university teachers’ job satisfaction by cultivating favorable impacts on their performance and institutional commitment. The current study was conducted with the objective of identifying the influence of the university’s work environment, salary, and faculty members’ motivation on their work satisfaction, especially in government universities in Saudi Arabia. The study also seeks to examine the factors influencing faculty members’ job satisfaction. Specifically, it investigates three central research questions: What is the impact of the work environment on faculty members’ job satisfaction? What is the impact of salary on their job satisfaction? And finally, what is the impact of employee motivation on faculty members’ job satisfaction?

Literature Review

Since the early twentieth century, employee job satisfaction has been an important notion in administrative psychology that has been examined from multiple disciplinary perspectives, such as sociology, management, psychology, and educational science (Hongying, 2007). Despite numerous definitions, there is no universal consensus regarding its precise meaning. Broadly, job satisfaction refers to a collection of favorable feelings and beliefs that individuals hold for their jobs. In simpler terms, it is the state of contentment and fulfillment employees experience in their roles, often reflected in their enthusiasm for pursuing their jobs (Ramayahet al., 2001). According to Mathis and Jackson (2003), job satisfaction is defined as a delightful emotional state resulting from appraisal of one’s job and job experiences. Although not a new concept in administrative psychology, employees’ job satisfaction research can be traced back to Hoppock’s seminal 1935 study (Bolin, 2007), conducted among employees of a small factory in New Hope, Pennsylvania. Hoppock posed the following key questions: were employees happy in their jobs, and did specific jobs contribute more to their happiness? He concluded that employee job satisfaction is a multidimensional construct that is affected by psychological, physiological, and social factors. Rather than stemming from a single cause, job satisfaction arises from a unique combination of various elements that make employees feel content and engage in their professions (Scottet al., 2005). In the current study, we explored the influence of salary, motivation, and work environment on university teachers in Saudi Arabia. A comprehensive review of the literature was conducted to examine the relationship between independent and dependent variables.

Work Environment and Job Satisfaction

The nature of an organization’s work environment varies considerably and is largely contingent upon its capacity to offer and sustain supportive conditions. The environment significantly affects employeesboth directly and indirectlyand plays a vital role in organizational performance. A workplace is considered effective when it enables individuals to work optimally in a safe, comfortable, and healthy manner. A high-quality organizational environment often manifests in long-term outcomes such as productivity and job satisfaction. Nitisemito (2013), the organizational environment encompasses everything surrounding employees that may influence their ability to carry out assigned tasks, such as air conditioning, adequate lighting, and other physical amenities. Sunyoto (2015) also emphasized that the organizational environment is a key factor influencing employees’ duty delivery. Therefore, creating favorable working conditions is essential for fostering employee satisfaction.

Scholars have argued that environmental factors often have an inordinate impact on job satisfaction compared to individual characteristics, highlighting the need for alignment between employees and their workplace conditions (Tellaet al., 2007). Studies also suggest that unfavorable working conditions can significantly reduce employee satisfaction (Tsigiliset al., 2006). Employees’ job satisfaction is largely determined by the extent of job-related outcomes that meet or exceed their projections (Rehmanet al., 2009). For instance, institutional guidelines, such as comprehensive health and safety programs, can enhance employees' sense of security, thereby improving satisfaction and motivation (Werther & Davis, 1998). Thus, the environment of an organization is considered the strongest variable influencing employee satisfaction. It comprises both tangible and intangible (psychological) elements (Bodla & Naeem, 2008; Manzooret al., 2011). Hence, we propose the following hypothesis:

• H1: There is a relationship between the organizational environment and the job satisfaction of faculty members in public universities in Saudi Arabia.

Salary and Job Satisfaction

Salaries and benefits, including base pay, insurance, housing subsidies (as per institutional policy), and holiday allowances, are essential components of compensation for university teachers. These financial provisions enable higher education faculties to meet their basic needs and sustain a reasonable quality of life (Yang & Hoque, 2023). Zhaohui (2019) noted that many young university teachers face the dual responsibility of supporting elderly family members and raising children, which increases their financial burden. To alleviate these pressures and improve living standards, teachers are often compelled to work harder and maintain professional competitiveness, hoping to secure better compensation and material stability. However, this increased workload may increase stress and decrease satisfaction among faculty members.

Fringe benefits also play an important role in employees’ satisfaction. Linh (2018) emphasized that benefits beyond direct pay, such as housing allowances and healthcare, positively influence job satisfaction. Similarly, (Shah, 2012) underscored a strong correlation between rewards, benefits, and job satisfaction. Muguongo (2015) revealed that salary and allowances substantially influence the job satisfaction of academic staff. Another study by Jhupa Kumari (2021) and Velmurugan (2016) highlighted that the adequacy and timeliness of salary payments significantly shape employees’ perceptions of their jobs. When teachers feel fairly compensated and financially secure, job satisfaction tends to increase.

Mabaso and Dlamini (2017) found that competitive pay structures enhance satisfaction and serve as a recognition of faculty contributions. They also noted the importance of fair compensation for attracting and retaining talented educators. According to Lawler (1971), pay satisfaction depends on two perceptions: the amount one believes they deserve, and the amount actually received. While pay primarily addresses physical needs, its influence extends to psychological and motivational domains. Kim and Loadman (1994) confirmed the existence of a significant relationship between employee pay and satisfaction. The literature shows that there is a relationship between pay and employee job satisfaction.

• H2: Statistically significant relationship exists between salary and faculty members’ job satisfaction.

Employee Motivation and Job Satisfaction

Employee motivation is an important notion in organizational behavior, and has been extensively studied because of its substantial impact on job satisfaction. Motivation can be broadly categorized into two dimensions: extrinsic and intrinsic. Extrinsic motivation refers to the urge to attain extraneous rewards, such as salary, bonuses, or promotions, and to avoid negative consequences or punishments. In contrast, intrinsic motivation reflects a person’s inherent interest and internal satisfaction from engaging in organizational activities, independent of tangible rewards (Deciet al., 1981).

Several studies have identified the key factors that influence both intrinsic and extrinsic motivation. For instance, performance-based incentives and pay satisfaction have been found to significantly enhance extrinsic motivation (Litman et al., 2015; Olafsenet al., 2015; Caoet al., 2019; Coles & Li, 2020). Financial rewards such as pay raises, bonuses, and adequate compensation not only motivate employees externally, but also contribute indirectly to sustained motivation levels. Intrinsic motivation is influenced by organizational practices, such as employee empowerment and recognition (Aghazamani & Hunt, 2017; Bairdet al., 2018; Montaniet al., 2020). Aljumah (2023) emphasized the role of these factors in promoting a meaningful and autonomous work environment, which encourages employees to remain engaged and committed. The relationship between motivation and job satisfaction has been well established in the literature. Research has consistently shown that enhanced motivation, whether intrinsic or extrinsic, leads to greater job satisfaction, and higher levels of satisfaction can in turn reinforce motivation (Mbua, 2003; Tiwari et al., 2011). This reciprocal relationship underscores the importance of designing motivational strategies to foster both satisfaction and performance. Based on the above discussion, we propose the following hypothesis.

• H3: Statistically significant relationship exists between employee motivation and faculty members job satisfaction.

Theoretical Framework

Drawing on insights from the reviewed literature, a conceptual framework was formulated to illustrate the key relationships between the identified variables (Fig. 1).

Fig. 1. Proposed research framework.

Research Methodology

The present empirical study utilized primary data collected through random sampling from faculty members employed at government universities in Saudi Arabia. This study was quantitative in nature. For data collection, a closed-ended questionnaire was developed for independent and dependent variables in the proposed model. As suggested by Salem (2016) and Singhet al. (2017), the questionnaire was translated into Arabic to improve its comprehension. Although the research tool was developed in English, it was translated into Arabic for clarity of questions and a high response rate, as the majority of teachers in government universities in Saudi Arabia are Arabic speakers. The questionnaires were distributed using Google Forms. The study population consisted of teachers working at government universities. Structural Equation Modeling was conducted to meet the objectives of this study. The data were analyzed using SmartPLS 4, which is well-suited for constructing and evaluating structural equation models.

Research Tool

This study employed a quantitative research design, using data collected through a structured questionnaire. As shown in Table I, the questionnaire was developed based on established instruments in previous studies. The instrument consists of two sections. The first section captured demographic information including nationality, gender, age, academic rank, and work experience. The second section measures the independent and dependent variables. Responses were recorded on a five-point Likert scale ranging from "strongly disagree" (1) to "strongly agree" (5).

Table I. Adjusted Statement to Collect Data

Working environment	Statement
WENV1	My organization provide comfortable working environment
WENV2	There is a good social environment in my organization
WENV3	My organization structure enables me to perform my job well
WENV4	I am comfortable with the working condition of my organization operating system
WENV5	All the required facilities are there in my job
Salary
SAL1	I am satisfied with the compensation of my job
SAL2	My job pays appropriate pension
SAL3	My pay is enough for regular expenses
SAL4	My organization pays appropriately for extra work
SAL5	My organization rewards employees for their good work
Motivation
MOT1	My job is of interesting nature
MOT2	my mentor keeps me motivated towards my work
MOT4	I take participation in training in order to improve my skills and competencies
Job Satisfaction
SAT1	I feel satisfied from my present job
SAT2	I feel satisfied with the promotion opportunity in my job
SAT3	I feel enthusiastic about my job

Results and Discussions

Respondents Profile

Table II presents the respondents’ demographic profiles. Of the respondents, 94.6% were Saudi nationals (94.6%). The results further indicated that 69.6% of the teachers were female. The respondents were young, 75% were 35 years or less, and worked as teaching assistants, lecturers, and assistant professors; only 10.7% of the respondents were associate professors, and 10.7% were full professors.

Table II. Demographics Profile of Respondent (N = 56)

Items	Percentage
Nationality
Saudi	94.6%
Non-Saudi	5.4%
Gender
Male	30.4%
Female	69.6%
Age
21–25 years	7.1%
26–30 years	40.1%
31–35 years	28.8%
36–40 years	25%
More than 40 years	0%
Work experience in years
0 to 5 years	50%
6 to 10 years	25%
11 to 15 years	8.9%
More than 15 years	16.1%
Academic rank
Graduate Assistant	48%
Lecturer	17.9%
Assistant Professor	12.5%
Associate Professor	10.7%
Professor	10.7%

Factor Loadings–Construct Reliability and Validity

Table III shows the outer loading information about the relationships between latent variables (constructs) and their observed indicators in a structural equation modeling (SEM) analysis. The results show that the factor loadings for the statements range from 0.798 to 0.958, indicating the strength of the association between each indicator and its corresponding construct. According to Comrey and Lee (1992), values greater than 0.7 is acceptable. Hairet al. (2021) defined reliability as an item’s ability to effectively measure the latent construct it was designed to assess. ‘Internal reliability,’ assessed using Cronbach’s coefficient, measures the average degree of correlation between items within a construct (Surucu & Maslakci, 2020; Meekeret al., 2022). Generally, reliability is deemed satisfactory when the coefficient value exceeds 0.70 (Hairet al., 2010; Meekeret al., 2022), with higher values indicating greater internal consistency (Surucu & Maslakci, 2020). The results show, Cronbach’s value was greater than 0.07, for all the constructs, indicating the internal consistency of the statements (Nunnally, 1967). The CR value was above the acceptable mark of 0.70 (Lai, 2021; Hairet al., 2021) indicating scale consistency and stability, making it suitable for further investigation. Another reliability measure, Rho_a, demonstrated a high level of internal consistency. The average variance extracted (AVE) for each dimension was greater than 0.5, indicating sufficient convergent validity for each item (Hairet al., 2010). Overall, these results suggest that the dimensions and items used in this study were reliable and consistent.

Table III. Factor Loading, Construct Reliability and Validity

Factor	Factor loadings	Cronbach’s Alpha	Composite reliability (rho_a)	Composite reliability (rho_c)	Average variance analysis (AVE)
Motivation	0.895	0.844	0.865	0.905	0.761
	0.903
	0.817
Salary	0.958	0.941	0.948	0.955	0.811
	0.942
	0.902
	0.896
	0.798
Satisfaction	0.901	0.883	0.887	0.928	0.811
	0.939
	0.861
Work environment	0.868	0.927	0.932	0.945	0.774
	0.840
	0.920
	0.899
	0.870

Discriminant Validity-Fornell-Lacker

Discriminant validity refers to the extent to which two constructs are empirically distinct and empirically separate in empirical terms (Bagozziet al., 1991). Discriminant validity measures whether these constructs are independent and possess dissimilar characteristics, with a low level of correlation between their respective measures (Cheung & Lee, 2010). One way to determine whether discriminant validity exists between two constructs is to compare the square root of the average variance extracted (AVE) to the diagonal values in the corresponding rows and columns (Fornell & Larcker, 1981). If the square root of the AVE is greater than the diagonal values, discriminant validity exists between the constructs.

Table IV shows the correlations among the four constructs: motivation, salary, satisfaction, and work environment. It also shows the square root of AVE for each construct along the diagonal. For example, the square root of the AVE for MOT was 0.872. Discriminant validity was established for all four constructs, based on the Fornell–Larcker criterion. For example, the square root of the AVE for MOT (0.872) was greater than the correlations between MOT and SAL (0.742), MOT and SAT (0.744), and MOT and WENV (0.734).

Table IV. Discriminant Validity–Fornell and Larcker Criterion

Factor	Motivation	Salary	Satisfaction	Work environment
Motivation	0.872
Salary	0.742	0.901
Satisfaction	0.744	0.883	0.901
Work environment	0.734	0.828	0.798	0.880

Table IV shows that the square root of the AVE for MOT (0.872) is greater than the correlations between MOT and SAL (0.742), MOT and SAT (0.744), and MOT and WENV (0.734). SAL: The square root of the AVE for SAL (0.901) was greater than the correlation between SAL and SAT (0.883) and SAL and WENV (0.828). SAT: The square root of the AVE for SAT (0.901) was greater than that of the correlation between SAT and WENV (0.798). WENV: The square root of the AVE for WENV (0.880) is greater than all the correlations between WENV and the other constructs (MOT, SAL, and SAT). Ultimately, the Fornell-Larcker criterion implies that the four constructs within the model have acceptable discriminant validity. That is, they are independent of each other and each quantifies something separate.

Model Fit

Table V shows model fit statistics, the Saturated Model SRMR. These statistics were used to assess how well the model fit the data. was used to test the hypotheses about the relationships between variables. SRMR (Standardized Root Mean Residual) is a measure of the discrepancy between the observed data and the data implied by the model. The SRMR is determined by calculating the discrepancy between the observed correlation and the model correlation matrix (Hu & Bentler, 1999). The allowed value range of the SRMR index is from 0 to 0.08; according to the analysis, the SRMR value was 0.066, which is lower than the threshold value of 0.08 (Henseleret al., 2016). Differential Unweighted Least Squares (d_ULS) is a chi-square statistic that is used to assess the overall fit of the model. Lower values of d_ULS indicate a better fit. The d_G (Gehrig’s d) is another chi-square-based statistic used to assess the overall fit of the model. The Normed Fit Index (NFI) is a measure of the relative improvement in the fit of the model compared to a null model (a model with no relationships between variables). Higher NFI values indicated a better fit. Therefore, a value of 0.776 indicated that the model was acceptable.

Table V. Model Fit

Indices	Saturation model	Estimated model
SRMR	0.066	0.066
d_ULS	0.593	0.593
d_G	0.815	0.815
Chi-square	235.453	235.453
NFI	0.776	0.776

Structural Model and Hypothesis Testing

The path table provides information on the path coefficients, t-statistics, and p-values of the structural equation model. The model includes work environment (WENV), salary (SAL), motivation (MOT), and job satisfaction (SAT) t-statistics indicate the significance of each path coefficient, with higher absolute values indicating greater significance. p-values represent the probability of obtaining a t-statistic that is extreme or more extreme than the observed value, if the null hypothesis is true. In general, a p-value less than 0.05 indicates that the path coefficient is statistically significant. As shown by the model in Fig. 2, the three independent variables influenced 80% of the job satisfaction in educational institutions. However, the results in table VI show that the impact of motivation on job satisfaction was not significant, indicating a high p-value (0.138). Similarly, the impact of the work environment on job satisfaction was statistically significant, as indicated by a high P-value (0.165). However, the impact of salary on job satisfaction is statistically significant (p = 0.000).

Fig. 2. Structural model of the role of work environment, salary, and motivation on job satisfaction of university teachers in Saudi Arabia.

Table VI. Path Coefficients

Hypothesis	Direction	Original sample (O)	Sample mean (M)	Standard deviation	T-Value	P-value	Hypothesis
H1	WEnv -> Sat	0.153	0.150	0.110	1.389	0.165	Rejected
H2	Sal -> Sat	0.640	0.633	0.111	5.782	0.000	Accepted
H3	Mot ->Sat	0.156	0.169	0.105	1.482	0.138	Rejected

Discussions

This study aimed to identify the factors that affect teachers’ job satisfaction at public universities in Saudi Arabia. This study proposed three hypotheses to be tested using empirical data collected from faculty members currently working at public universities in the country. The results indicate that salary is the most important factor for job satisfaction among university-teaching employees. The other two factors–work environment and employee motivation–were important; however, the results were not statistically significant. Based on these findings, several implications can be proposed for educational organizations in Saudi Arabia. The first and most important thing is salary. According to the findings, salary significantly influences faculty-job satisfaction. Hence, they expect competitive salaries. Employees expect an appropriate pension. They also expect their salaries to be adequate for their normal expenses. Part of salary compensation also includes payments for extra work that employees do. Employees expect rewards from their overall work.

Second, although the findings did not show a statistically significant effect of work environment and motivation on job satisfaction, this result may be due to small sample size. The results may also be statistically insignificant due to the comparison between the three independent variables investigated in this study, which might have led the respondents focus more on high salary. However, in general, it is important to provide a comfortable work environment. This may include providing adequate resources, maintaining a clean and safe environment, and promoting a positive work culture. This can be achieved by investing in infrastructure, offering the necessary equipment and technology, and creating policies that foster a healthy work environment. The management structure is important in the overall work environment. Therefore, it is important to address faculty’s concerns. It is crucial for educational institutions to engage actively with faculty members to understand their concerns and needs. Regular feedback mechanisms should be established to address these issues and to create a supportive work environment. This can be achieved through open communication channels such as regular meetings and surveys. Work environments can be improved further by providing opportunities for professional development. Offering training programs and professional development opportunities to faculty members can contribute to job satisfaction. Educational organizations should invest in workshops, seminars, and conferences to enhance faculty members' skills and knowledge, ultimately improving their perceptions of the work environment and increasing job satisfaction. To improve their sense of the work environment, institutions should promote collaboration and teamwork. Creating a collaborative work environment where faculty members can work together, share ideas, and provide feedback to one another can foster a sense of community and belonging. Educational organizations should encourage teamwork, organize team-building activities, and provide platforms for collaboration. Promoting work-life balance is essential for ensuring teacher satisfaction. Educational organizations should offer flexible work arrangements, such as part-time or remote work options, whenever possible. Open and transparent communication channels between faculty members and management are vital to address concerns, share ideas, and foster a positive work environment. By implementing these managerial implications, educational organizations in Saudi Arabia can improve public universities faculty members’ satisfaction and contribute to the sustainable development of the educational system. It is important for deanships and educational leadership to prioritize these factors and take proactive steps to ensure a positive work environment for faculty members.

Research Limitations

The major limitation of this study is its relatively small sample size, which restricts the generalizability of the findings. To enhance external validity and obtain more generalizable results, future research should consider conducting a comprehensive study with a larger sample size.

Conflict of Interest

The authors declare no conflicts of interest related to this manuscript.