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Summary Having high levels of management skills is associated with high levels of job satisfaction (Ünal, Karlıdağ Yoloğlu, 2001). Individuals who are not successful at their jobs usually have lower rates of job satisfaction (Eren, 2004, 493). Sarıtaş (2003) also emphasizes that having low rates of classroom management skills results in having low rates of job satisfaction for teachers. According to Başar (1999), teachers' success on the job, to a large extend depends on managing their classrooms well, which in turn, depends on having higher levels of classroom management skills. Similarly Sevim and Hamamcı (1999) and Sarpkaya (2000) emphasize the critical role of occupational adequacy and skills on job satisfaction. Therefore, it is more likely to find a relationship between teachers' classroom management skills and their job satisfaction levels. The purpose of this study is to investigate the relationship between teachers' classroom management skills and their job satisfaction. It examines (a) the classroom management skills of teachers, (b) job satisfaction levels of teachers and (c) the relationship between teachers' classroom management skills and their job satisfaction levels. Method Student teachers observed 140 primary and secondary school teachers' classroom management skills in Gaziosmanpaşa University in Tokat. After each observation session, student teachers filled out the Classroom Management Skills Scale for the teachers they observed. In addition, a questionnaire was administered to each teacher to gather information on job satisfaction. “Classroom Management Skills Scale” and “Job Satisfaction Scale” were used to collect data. Classroom Management Skills Scale was developed by Delson (1982). The reliability and validity analysis of the scale was performed by Yalçınkaya and Tombul (2002). The cronbach's alpha coefficient was 0.91. Items were rated on a 5-point scale (0=not observed, 1=poor, 2=average, 3=good, 4=very good). Job Satisfaction Scale was developed by Gençer (2002) and The cronbach's alpha coefficient was 0.94. Items were rated on a 5-point scale (1=very low, 2=low, 3=average, 4=high, 5=very high). Procedures Observer students were trained by researcher about observation and data collection procedures, to ensure the validity and reliability of the data. Students performed observations during their teaching practicum to collect data via the Classroom Management Skills Scale. The Job Satisfaction Scale was administered to all participating teachers to describe teachers' job satisfaction level. Data were tabulated by using frequencies and percentages, and the relationship between classroom management skills and job satisfaction was examined by using Pearson Product-Moment Correlation Coefficient. Findings Findings showed that 26.9% of teachers have “very good” and 36.5% have “good” level classroom management skills. Overall, 63.4% of teachers were rated as with “good” and “very good” level classroom management skills. This findings somewhat differ from findings by Yalçınkaya and Tombul (2002) who reported that teachers performed average scores on classroom management skills. Findings regarding job satisfaction level of teachers indicated that 19.7 %of teachers have “very high”, 27.1 %have “high”, 29.4 %“average”, 17 %have “low” and 6.5 %have “very low” job satisfaction. Teachers rated their job satisfaction “very low”, especially in relation to “appropriateness of wages for teachers” (24.3%), “opportunities for social activities such as theatre, sport center, etc.” (22.1%), and “equity of wages to meet basic living needs” (13.6%). Especially teachers have lower rates of job satisfaction about economic conditions of teaching profession. This result supports previous research findings (Günbayı, 1999; Gençer, 2002; Çelik, 2003). Higher job satisfaction level was reported in relation with characteristics of teaching profession as reported by previous research (Günbayı, 1999). Analysis of the relationship between classroom management skills and job satisfaction indicated a low level but statistically significant positive relationship (r=0.18; p< 0.05). Only 3.2% of overall variance of teachers' job satisfaction is explained by classroom management skills (r2=0.032). This relationship between teachers' classroom management skills and job satisfaction resembles whit other research results about teachers' occupational adequacy and job satisfaction (Sevim Hamamcı, 1999; Yavuz, 2002; Hamamcı, Göktepe İnanç, 2005). Conclusion and Suggestions The relationship between teachers' classroom management skills and their job satisfactions was investigated in this study. Although a considerable percentage of teachers (63.4%) reported to have “good” and “very good” classroom management skills, we can not ignore the remaining 36.6% with “average” and under “average” levels of classroom management skills. These findings indicate that more than one third of teachers lack classroom management skills to facilitate a teaching-learning environment conducive to effective learning. Therefore, classroom management courses in teacher training programs should be considered as an important opportunity to develop classroom management skills for prospective teachers. These findings also present implications for improving teachers' classroom management skills through on the job training programs. While 46.8% of teachers reported “very high” and “high” level of job satisfaction with their jobs, 29.4% reported “average” and 23.5% reported “low” or “very low” job satisfaction. An examination of job satisfaction scores reveals that low level of job satisfaction is more likely to be related to dissatisfaction with wages and other economical issues. Although there is a positive relationship between classroom management skills and the job satisfaction, classroom management skills can only explain relatively small proportion (3.2%) of total variance in teachers' job satisfaction.

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