The purpose of the present study was to assess the explanatory power of certain institutional and teacher factors as predictors of job satisfaction of Saudi Arabian teachers at the elementary level. This study examined how these variables of administrative support, teacher evaluation, teacher autonomy, and teacher attitudes relate to job satisfaction. This study used a quantitative methodology to understand factors potentially influencing job satisfaction among Saudi Arabian elementary school teachers. The study employed the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey (TFS). The sample of 397 teachers was collected in this study. This study collected and analyzed data from questionnaire responses by participants and used a multiple regression model to analyze the data. The result of this data analysis indicated five variables were statistically significant toward job satisfaction: gender, administrative support, teacher evaluation, teacher autonomy, and teacher attitude. In contrast, years of teaching experience and subject matter were proven as not significant variables of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]