suggested that individuals seek recognition and achievement in order to be satisfied in their work. When school leaders emphasized and recognised the value and dignity of teachers and their contributions, this was said to lead to empowerment and increased levels of job satisfaction. Herzberg’s (1966) motivator-hygiene theory added to this. It did so by suggesting that whilst the job satisfaction of teachers could be improved by factors that were intrinsic to the job itself, such as achievement, recognition, the nature of the work, and how interesting the job was, such intrinsic motivators were just part of the drivers of job satisfaction. In addition, extrinsic motivators, also known as hygiene factors were important in ensuring that employees did not become de-motivated. Such factors included the working conditions of employees, their pay, issues of job security, supervisory relationships, and so forth. When it came to job satisfaction, Sergiovanni (1992) also suggested that distinctions should be made between those factors that led to participation, the minimum commitment of teachers, as opposed to those factors influencing performance, the voluntary contribution of teachers to perform in their roles. This literature review would build upon these two strands of motivation theory – Maslow and Herzberg – in order to illustrate the main drivers of job satisfaction amongst teachers, which would be measured through the research process in Saudi schools.