Özet:

Problem Statement: Education leaderships behaviors and styles effect the schools improvement, the aims of schools, students achievement and workers jobs satisfaction. Purpose of the Study: This research, aims to find out the determination of the relationship between the leadership styles perceived by teachers of primary schools and their job satisfaction. Methods: Relational cross-hatching model was used to determine the relation between these concepts. The sample consisted of 253 primary school teachers. Pearson moment correlation, ANOVA and t-test were used to analyze the data. Findings, Results and Conclusions: As the results of the analyses; it there is a significant difference between the jobs satisfactions of elementary school teachers and priority, educational state and gender of their directors. And also there is a significant difference between “Transformational Leadership” styles and priority, educational state and gender of their principals. This significant difference has not found in “Transactional Leadership” style and “Laissez-faire Leadership” styles. Also, there is a high relation between teachers’ perception of leadership styles and “Transformational Leadership” styles; moreover, the same relation is on the low level in “Transactional Leadership” style. There is no relation between “Laissez-faire Leadership” dimension and satisfaction

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