Effect of Female Principal’s Management Styles on Teacher’s Job Satisfaction in *Isfahan-Iran, Girls High Schools

Rajaeepour Saeed, Arbabisarjou Azizollah, Amiri Zahra, Nematiniya Abdolghayoum, Ajdai Zaman, Yarmohammadzadeh Peyman

Abstract


Assuring job satisfaction, over a long-term, requires managers’ styles, careful planning and effort both by management and by workers. Job satisfaction is influenced by the employee’s personal characteristics, the manager's personal characteristics and management style, and the nature of the work itself. The aim of this study was to determine the management styles of female managers based on the four styles of Reddin (directive, executive, benevolent autocrat and bureaucrat) and their effects on job satisfaction of teachers in girls high schools in Isfahan in the academic year of 2006-2007. The research method in this study is correlational descriptive. The participants of this study were 150 teachers in girl high schools which were randomly chosen from 2591 teachers and finally, 125 questionnaires were analyzed. The data collection tools included two researcher-made questionnaires which were about the management styles and job satisfaction, with 37 and 41 questions accordingly. The questions were based on the Likert scale. The validity of the questionnaires was content-based validity and the reliability of the questionnaires was 0.81 and 0.92, based on the Cronbach Alpha Coefficient. To analyze the data, descriptive analysis (mean, variance, frequency distribution and percent) and inferential analysis (Hoteling t2, Pearson coefficient correlation, independent t-test, multi variance regression and Toki test) were used. The results of the study showed that only directive and executive management styles affect positively the teachers’ job satisfaction. Also among the teachers there are different views about the directive style based on their gender and the level of education. In terms of executive style, there is a different view among the teachers based on their teaching experience. There was not a significant difference between the teachers’ degree and the kind of high school. Among the demographic factors, only the Kind of high school (governmental or non-profit) was effective on the job satisfaction, which the teachers in the non-profit high schools were more satisfied.


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International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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