The Relationship Between Management Style and Job Satisfaction of Male and Female Secondary School Teachers of Andimeshk, Iran, 2012-13 Academic Year

The importance of education is clear to everyone. The new science of management and its impact on education leads researcher to this study. The purpose of this study is to investigate the relationship between management styles (leadership) school principals’, and high school teachers’ job satisfaction in 2012-13 academic years in Andimeshk, Iran. In this study the influence of both task-oriented and relationshiporiented management styles, combined and separately, on job satisfaction were investigated. To measure task-oriented and relationshiporiented styles, the leader (director) behavior description valid questionnaire LBDQ and to measure job satisfaction of teachers, Minnesota valid questionnaire were used. Independent (management style) and dependent (job satisfaction) variables were not manipulated and teachers were selected randomly. In this study, all 20 girls’ and boys’ in secondary schools in Andimeshk were sampled and 20 principals and 10 teachers were selected from each school by cluster sampling. The mean of job satisfaction scores was calculated and, finally, using descriptive and inferential statistical tests, the results were obtained. With a significant correlation coefficient of ?=0.05, we found no significant relationship between teachers’ job satisfaction and task-orientation of principals. The t-test at a significance level of ?=0.05 proved that the level of task-orientation of principals was higher than that of their relationshiporientation. Female principals were more task-oriented compared to male principals, but there was no significant difference between the job satisfaction of male and female teachers in secondary schools.