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Background: A distinct correlation exists between the happiness of teachers and the academic accomplishments of students. Similarly, the happiness interventions for teachers in an educational institution have been shown to increase productivity by 10%–12%. However, there is currently a dearth of a comprehensive review specifically centered on teacher happiness of higher education in the Gulf Cooperation Council (GCC). Objective: This systematic review aims to comprehensively analyze and integrate existing research on the levels and determinants of teacher happiness, job satisfaction, and well-being in higher education settings in the GCC. Methods: A comprehensive search from 2013 to 2023 was conducted for quantative empirical studies in English language across four databases using the PRISMA guidelines. The Quality Assessment Tool for Studies with Diverse Designs (QATSDD) was utilized to evaluate the quality of the included studies. Results: A total of seven studies (n = 1508) were chosen for the ultimate analysis, representing a range of higher education institutions in GCC countries. According to the QATSDD tool, six studies were classified as having medium quality, while one study was classified as having high quality. The research analysis identified several recurring themes, encompassing the determinants of teacher happiness, the findings specifically related to English language teachers, higher teacher satisfaction in private universities, and the association between teacher well-being and gender. Conclusion: Given the heterogeneity of the included studies, it is impossible to draw a strong and reliable conclusion. Nevertheless, the most prevalent component in improving teacher satisfaction was found to be the compensation and support provided by supervisors and colleagues. It is important to note that the included studies were from specific countries, primarily Saudi Arabia and the United Arab Emirates. Therefore, the conclusions cannot be generalized to all countries in the GCC. Received: 17 January 2024 / Accepted: 30 June 2024 / Published: 5 July 2024
Mouna Abou Assali (Fri,) studied this question.