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European Journal of Education Studies 

ISSN: 2501 - 1111 
ISSN-L: 2501 - 1111 
Available on-line at: www.oapub.org/edu 


doi: 10.5281/zenodo.292948 


Volume 3 Issue 3 2017 


INVESTIGATION OF JOB SATISFACTION LEVELS 
OF SCHOOL ADMINISTRATORS AND TEACHERS 

Gonul ^ener 11 , 
Mukadder Boydak Ozan 2 

Assist Prof. Dr., Munzur University, Cem isgezek Vocational School, 

Tunceli, Turkey 

2 Prof. Dr., Firat University, Faculty of Education, 

Elazig, Turkey 


Abstract: 

The main purpose of the research is to determine the job satisfaction levels of school 
administrators and teachers. The descriptive method based on screening model for 
revealing the existing situation was used in the study. An attempt to determine the job 
satisfaction levels of administrators and teachers in educational organizations was 
made in this research. It was concluded in the research that the job satisfactions of 
administrators and teachers regarding the management, additional payment, reward, 
working conditions, workmates, the job itself and communication were mainly at 
medium-level, and their satisfactions regarding wage and promotion were at low level. 
The satisfaction or dissatisfaction experienced by school administrators and teachers 
while working affect the structure and functioning of the school in which they work. 
Accordingly, it is necessary to establish a school environment in which the job 
satisfactions of school administrators and teachers are ensured for educational 
organizations to achieve their objectives. Work saturation has been done in many 
studies in the related field. However, it is thought -provoking if satisfaction is provided 
to the schools. Taking all of these into consideration is thought that it would be 
beneficial to carry out this study. 

Keywords: job satisfaction, school administer, teacher 


Correspondence: email gonulsenerl7@hotmail.com 


Copyright © The Author(s). All Rights Reserved. 
© 2015 - 2017 Open Access Publishing Group 


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Goniil §ener, Mukadder Boydak Ozan 

INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


1. Introduction 

The most important source of the organization is the workers. Workers' performance 
and efficiency are the most important factors that affect the success of the organizations. 
The fact that they can show high performance and work efficiently depends on having 
enough satisfaction from their job (Ak§it A§ik, 2010). As long as workers are satisfied 
with their jobs and working environment, job satisfaction is ensured and they work 
efficiently to the same degree. If the job performed is resulted as desired by the 
individual, the individual becomes motivated and satisfaction is achieved. If the result 
is not at the expected level, job dissatisfaction can be experienced in the individual 
(Koroglu, 2012). 

Simply, job satisfaction is an indication of how much a worker is satisfied with 
the job (Vieira, 2005). Robbins defines job satisfaction as the worker's identification with 
the organization and its objectives and desire to maintain membership in the 
organization (Robbins, 1994). Job satisfaction is also expressed as employees' internal 
evaluations as an output of their feelings, thoughts and behaviors towards job, job 
environment and workmates, and an overall attitude towards their job (Solmus, 2004). 
C^etinkanat defines job satisfaction as an emotional response given by an employee to 
the work state (Qhinkanat, 2000). Tengilimoglu defines job satisfaction as the difference 
between employees' expectations and perceptions from the job and working 
environment (Tengilimoglu, 2005). Locke, who is accepted to have made the broadest 
definition regarding the job satisfaction, stated job satisfaction as "the pleasant and 
positive feelings aroused in the person by the person' evaluation of his job and job experience " 
(Izgar, 2008). 

Based on the definitions given above, it is possible to group factors that form the 
basis of job satisfaction under two groups as personal and organizational factors (Unsar 
et al, 2006). The main personal factors are age, gender, education level, marital status, 
status in the workplace, term of office, socio-cultural environment and personality 
structure, the organizational factors are the job and its nature, management and control, 
wage, development and promotion opportunities, physical conditions of the workplace, 
social environment of the workplace, administrator behaviors, job success, 
organizational climate and the working group (Ozaydin and Ozdemir, 2014; Toziin et 
al, 2008). Although problems encountered in these factors lead to the decrease in 
employees' job satisfactions, behaviors and consequences such as lack of continuity, 
boredom, ignoring rules, complaining about the job, damaging the organization, 
leaving the job, extravagance, false diseases and accidents may also occur in employees 
(Ba§aran, 2000). The positive effects of these factors can lead employees to have high 
level of job satisfaction and therefore can make great contributions such as performance 


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INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


increase, productivity, productivity growth, low-level personnel turnover rate and 
attracting qualified workers to the business (Koroglu, 2012; Robbins, 1994; Balci, 1985; 
Lunenberg and Ornstein, 2000; Rollinson and Broadfield, 2002). 

Making employees become active and ensuring that they achieve satisfaction by 
setting motivational factors in the job environment are the primary tasks of the leader. 
Therefore, school administrators should pay attention to improve the working 
conditions of the school and also to meet the individual and professional expectations 
of teachers in order to ensure quality and efficiency in education (Karakose, 2006). 
Likewise, top authorities are expected to meet the expectations of managers. 

There is a close relationship between job satisfaction and motivation. Individuals 
with high motivation have also high job satisfaction. There may be an opposite 
condition. Individuals who get what they expect from their job achieve satisfaction. In 
this case, the motivation and performance of individuals can increase (§im§ek et al, 
2001 ). 

Job satisfaction, one of the psychological aspects of education and training, leads 
teachers to develop positive attitudes towards their profession and increase in the 
realization levels of school's objectives and their own objectives (Argon et al, 2014). The 
job satisfaction sources of school administrators and teachers consist of factors such as 
relations with students, relations with teachers, relations with top managers, 
opportunity to apply their own ideas, holidays, economic assurance, wage payments, 
working conditions, realization of personal interests, working hours, nature of the job, 
promotion opportunity, supervision, organization and management, job security, 
personality and being appreciated (Vural, 2004). The satisfaction or dissatisfaction 
experienced by school administrators and teachers while working affect the structure 
and functioning of the school in which they work. Accordingly, it is necessary to 
establish a school environment in which the job satisfactions of school administrators 
and teachers are ensured for educational organizations to achieve their objectives. 

The main purpose of this research is to determine the job satisfaction levels of 
school administrators and teachers. Based on this main purpose, an answer was sought 
to the question of "Do the job satisfaction levels of school administrators and teachers 
significantly differ by their task types, types of schools and seniority in general and in the sub- 
dimensions of the scale?". 

2. Method 

2.1 Research model 

The descriptive method based on screening model for revealing the existing situation 
was used in the study. Screening models are the research approaches that aim to 


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Goniil §ener, Mukadder Boydak Ozan 

INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 

describe a situation which is in the past or existing as is. According to this approach, an 
attempt to describe an event, person or object which is the subject of the research as it is 
and within its own conditions is made (Karasar, 2014). An attempt to determine the job 
satisfaction levels of administrators and teachers in educational organizations was 
made in this research. 

2.2 Population and sample 

The school administrators and teachers working in Elazig city center in the 2014-2015 
academic year constitute the population of the research. The random and 
disproportionate cluster sampling method was used while determining the sample of 
the research. Accordingly, the schools located in Elazig city center were randomly 
selected from the list, and 20 school administrators and 264 teachers working in these 
schools selected were determined as sample. Cluster sampling study is used in case of 
the presence of different groups showing similarities in themselves in terms of certain 
properties that occurred naturally in the considered universe or that are artificially 
created for different purposes (Yildirim and §im§ek, 2011). The distributions of the 
participants included in the research according to their demographic characteristics are 
given in Table 1. 


Table 1: Demographic Characteristics 


Variable 


f 

Variable 


f 

Education Level 

Undergraduate 

245 


1-5 years 

60 

Postgraduate 

39 


6-10 years 

38 


Elementary School 

161 

Seniority 

11-15 years 

50 

Type of School 

Secondary School 

80 


16-20 years 

70 


High School 

43 


21+.. . years 

66 

When personal 

variables are taken 

into account, 86.3% 

of participants 

had 


undergraduate education level and 13.7% of them had postgraduate education level, 
56.7% of them were working in the elementary school, 28.8% of them in the secondary 
school and 15.1% of them in the high school. In addition, 21.1% of participants had a 
seniority of 1-5 years, 13.4% of them had a seniority of 6-10 years, 17.6% of them had a 
seniority of 11-15 years, 24.6% of them had a seniority of 16-20 years, and 23.2% of them 
had a seniority of 21+ years. 

2.3 Data Collection Tool 

Job Satisfaction Scale developed by Spector (1985) to determine the job satisfaction 
levels of school administrators and teachers was used in the research. The Job 
Satisfaction Scale consisting of 36 items and nine dimensions is a Likert-type scale 


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scored between 1-6 ( Strongly Disagree=l, Moderately Disagree=2, Partially Disagree=3, 
Partially Agree=4, Moderately Agree=5 and Agree=6). The factor distributions and alpha 
values of the scale were found as wage (4 items, a=. 92), promotion (4 items, a=.86), 
management (4 items, a=. 86), additional payment (4 items, a=. 78), reward (4 items, a=. 76), 
working conditions (4 items, a=.78), workmates (4 items, a=.72), the job itself (4 items, a=.73) 
and communication (4 items, a=.57). The alpha value for the entire scale was determined 
as .95 (Yilmaz, 2012). 

17 positive and 19 negative items are included in the scale. Negative items (2 nd , 
4 th , 6 th , 8 th , 10*, 12 th , 14 th , 16 th , 18 th , 19 th , 21 st , 23 rd , 24 th , 26 th , 29 th , 31 st , 32 nd , 34 th and 36 th ) 
were scored inversely and made ready for the analyses. 

2.4 Data Analysis 

The t-test for the determination of the significant difference between pair groups and 
the one-way analysis of variance for the determination of the significant difference 
between multiple groups were used in the research. In cases where significant 
difference was observed, the Scheffe test from the post-hoc tests was applied to find the 
source of the difference. The significance level was accepted as p<.05. 

3. Findings and Comments 

This section includes the analyses of job satisfaction levels of school administrators and 
teachers who participated in the research according to the variables of task type, school 
type and seniority, and the comments related to analyses. 

As a result of the t-test performed regarding the scores received by school 
administrators and teachers from the job satisfaction scale, it was seen that the scores 
regarding the overall scores and working conditions along with the workmates sub- 
dimensions did not show normal distribution. Therefore, it was decided to perform 
Mann Whitney U test for these dimensions. The values related to the analyses 
performed are given in Table 2. 


Table 2: t-test Results by The Variable of Task Type 


Dimensions 

Task Type 

N 

X 

ss 

t 


MWU 

Sig. 

Mean Rank 

General 

Administrator 

20 

3.85 

.29 

■ .174 

.638 

150.83 

Teacher 

264 

3.83 

.54 

141.87 

Work Conditions 

Administrator 

20 

3.03 

.52 

■ 2.982* 

.002* 

87.78 

Teacher 

264 

3.55 

.75 

146.65 

Work Mate 

Administrator 

20 

4.60 

.54 

■ -.328 

.537 

131.60 

Teacher 

264 

4.66 

.89 

143.33 

p<.05 


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INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


When the scores received by school administrators and teachers from the job 
satisfaction scale were examined in general, it was seen that the average of school 
administrators was X=3.85, and the average of teachers was X=3.83. No significant 
difference was observed between the job satisfaction scores of the two groups (p<.05). 

When they were analyzed in terms of sub-dimensions, a statistically significant 
difference was observed between the total scores in the sub-dimension of Working 
Conditions (Xadministrator=3.03; Xteacher=3.55). The significant difference in this sub- 
dimension was observed to be in favor of teacher. Accordingly, it can be said that 
teachers' working conditions are in better condition compared to administrators. No 
significant differentiation was observed in other sub-dimensions. 

When they were analyzed in terms of averages, administrators' opinions were 
observed to be higher in the sub -dimensions of wage, promotion, management, 
additional payment, reward, the job itself and communication, and teachers' opinions 
were observed to be higher in the sub -dimensions of working conditions and 
workmates. The values regarding the analysis of variance performed to determine the 
job satisfaction levels of school administrators and teachers by the variable of school 
type are shown in Table 3. 


Table 3: Analysis of Variance Results by The Variable of School Type 


Dimensions 

School Type 


N 

X 

ss 



Primary School 


161 

4.68 

.79 


Management 

Secondary School 


80 

4.95 

.63 



High School 


43 

4.30 

.84 



Primary School 


161 

4.69 

.87 


Workmates 

Secondary School 


80 

4.82 

.83 



High School 


43 

4.23 

.80 


Dimensions 

Source of Varyans 

Sum of Squares 

Mean Square 

F 

P 

scheffe 


Between Groups 

11.88 

5.94 



1-2 

Management 

Within Groups 

164.39 

.58 

10.16 

.000* 

1-3 


Total 

176.28 




2-3 


Between Groups 

10.30 

5.15 



1-3 

Workmates 

Within Groups 

205.74 

.73 

' 7.03 

.001* 

2-3 


Total 

216.04 





p<.05 


When scores received by school administrators and teachers according to the variable of 
school type were analyzed in general, it was seen that the average of administrators and 
teachers working in primary schools was X=3.85, it was X=3.88 in secondary schools and 
X=3.71 in high schools. No significant difference was observed between the job 
satisfaction scores of the groups. 


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INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


When they were analyzed in terms of sub -dimensions, a statistically significant 
difference was observed between the total scores in the sub -dimension of Management 

(Xprimary school = 4.68j Xsecondary school = 4.95j Xhigh school = 4.30) and W OrktnatCS (Xprimary school := 4.69j 

Xsecondary schooi=4.82; Xhigh schooi=4.23). In both sub -dimensions, it was seen that the averages 
regarding the opinions of administrators and teachers working in secondary schools 
were higher but lower in high schools. No significant differentiation was observed in 
other sub-dimensions. 

When they were evaluated in terms of averages, it can be said that job 
satisfactions were higher in high schools in terms of wage and additional payment, in 
secondary schools in terms of promotion, management, workmates and 
communication, and in primary schools in terms of reward, working hours, the job 
itself and communication. 

It was seen that the scores regarding the sub-dimension of Management by the 
variable of school type did not show normal distribution. Therefore, the Kruskal-Wallis- 
h-Test was performed for these sub-dimensions. The values regarding the analyses 
performed are shown in Table 4. 


Table 4: KWH Test Results by The Variable of School Type (Management) 


School Type 

N 

Mean Rank 

sd 

KWH 

P 

Sig. 

Primary School 

161 

141.61 




1-2 

Secondary School 

80 

165.16 

2 

15.905 

.000* 

1- 3 

2- 3 

Hish School 

43 

103.70 




p<.05 


According to the KWH test result, no significant difference was encountered between 
the groups in the sub-dimension of Management (KWH=15.905, p<.05). When mean 
ranks were taken into account, it was seen that while the management perceptions of 
administrators and teachers working in secondary schools were at the highest value, the 
perceptions of administrators and teachers working in high schools were at the lowest 
value. The values regarding the analysis of variance performed to determine the job 
satisfaction levels of school administrators and teachers by the variable of seniority are 
shown in Table 5. 


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Table 5: Analysis of Variance Results by The Variable of Seniority 

Dimensions 

Seniority 

N 


X 


ss 


1-5 vears 



4.32 


.94 


6-10 vears 

38 


4.91 


.81 

Workmates 

11-15 vears 



4.73 


.73 


16-20 vears 



4.75 


.91 


21 + vears 

66 


4.68 


.82 


1-5 vears 



4.75 


.88 


6-10 vears 

38 


4.86 


.92 

The Job Itself 

11-15 vears 



4.64 




16-20 vears 

70 




.86 


21 + vears 

66 


5.18 


.72 

Dimensions 

Source of Varyans 

Sum of Squares 

Mean Square 

F 

p scheffe 

Workmates 

Between Groups 

10.20 

2.55 



.009* 1-2 

Within Groups 

205.84 

.73 


~~ 3.45 


Total 

216.04 





The Job Itself 

Between Groups 

11.38 

2.84 



.007* 3-5 

Within Groups 

217.83 

.78 


~~ 3.64 


Total 

229.21 






p<.05 


When scores received by school administrators and teachers from the job satisfaction 
scale according to the variable of seniority were analyzed in general, it was seen that the 
average of administrators and teachers with 1-5 years seniority was X=3.76, the average 
of those with 6-10 years was X=3.89, the average of those with 11-15 years was X=3.75, 
the average of those with 16-50 years was X=3.86, and the average of those with 21 and 
more years was X=3.91. Accordingly, it can be said that the job satisfaction levels of 
administrators and teachers with 21 and more years seniority were higher compared to 
other groups, and the job satisfaction levels of administrators and teachers with 11-15 
years seniority were lower. In addition, no significant difference was observed between 
the job satisfaction scores of the groups. 

On the other hand, when sub -dimensions were analyzed, a statistically 
significant difference was observed between the total scores in the sub -dimensions of 
Workmates (Xi -5years— 4.32; Xe -10 years— 4.91; Xu -15 years— 4.73; Xi6 -20 years— 4.75; X 21 + y ears = 4 . 68 ) and the 
Job Itself (Xi -5years— 4.75; X 6 -10 years— 4.86; Xu -15 years— 4.64; Xi6 -20 years— 5.04; X 2 i+ ye ars = 5 .18). While 
administrators and teachers with 6-10 years seniority expressed more frequent opinions 
to the sub-dimension of Workmates, administrators and teachers with 21 and more 
years seniority expressed more frequent opinions to the sub-dimension of the Job Itself. 
Accordingly, it is possible to say that administrators and teachers with 6-10 years 
seniority positively affected the job satisfaction levels of their workmates by their 


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INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


opinions, and administrators and teachers with 21 and more years seniority increased 
the job satisfaction levels of the work performed. 

When they were evaluated in terms of averages, it can be said that the job 
satisfactions were higher in administrators and teachers with 1-5 years seniority in 
terms of Wage and Additional Payment, in administrators and teachers with 6-10 years 
seniority in terms of Management, Working Conditions and Workmates, in 
administrators and teachers with 11-15 years seniority in terms of Communication, in 
administrators and teachers with 21 and more years seniority in terms of Promotion, 
Reward and the Job Itself. 

As a result of the analysis of variance performed regarding the scores received by 
school administrators and teachers from the job satisfaction scale by the variable of 
seniority, it was seen that the scores regarding the sub -dimension of the Job Itself did 
not show normal distribution. Therefore, Kruskal-Wallis-h-Test was performed for this 
dimension. The values related to the analyses performed are given in Table 6. 


Table 6: KWH Test Results by The Variable of Seniority (The Job Itself) 


Seniority 

N 

Mean Rank 

sd 

KWH 

P 

1-5 years 

60 

124.88 




6-10 years 

38 

137.64 




11-15 years 

50 

120.76 

4 

13.106 

.011* 

16-20 years 

70 

154.14 




21 + years 

66 

165.44 




p<.05 


Sig. 


1-4 

1-5 

3-4 

3-5 


A significant difference was encountered between the groups in the sub-dimension of 
the Job Itself (KWH=13.106, p<.05). When mean ranks were analyzed, it was seen that 
administrators and teachers with 21 and more years seniority were satisfied due to the 
job itself, and the satisfaction levels of administrators and teachers with 11-15 years 
seniority were at lower levels. 


4. Conclusion and Discussion 


The efforts made by school administrators and teachers for better education and higher 
student success are the most important factors affecting the success of the school. The 
fact that the efforts made by administrators and teachers gain continuity and are 
responded will definitely affect their job satisfaction. In this research, when the scores 
received by school administrators and teachers from the job satisfaction scale were 
evaluated in general, it was observed that the job satisfaction levels of school 


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administrators and teachers were close to each other and at medium-level. Yilmaz and 
Altmkurt (2012) and Sun (2002) concluded in his study that the job satisfaction levels of 
primary school teachers were at medium-level. In addition, many researches carried out 
emphasize that the job satisfaction levels of primary school teachers are not very high 
(Akm and Kogak, 2007; Ayan et al, 2009). On the other hand, it can be said that teachers' 
working conditions are in better condition compared to administrators in the sub- 
dimension of Working Conditions. In addition to this, it can be concluded that school 
administrators have higher job satisfaction levels regarding the wage, promotion, 
management, additional payment, reward, the job itself and communication, and 
teachers also have higher job satisfaction levels regarding the working conditions and 
workmates. 

When the scores received by school administrators and teachers by the variable 
of school type were evaluated in general, it was concluded that job satisfactions of the 
groups were at medium-level and close to each other, however the job satisfaction 
levels of administrators and teachers working in secondary schools were higher 
compared to administrators and teachers working in primary schools and high schools. 
Regarding this variable, in the sub-dimension of Management and Workmates, it was 
observed that the job satisfactions of administrators and teachers working in secondary 
schools were higher, and the job satisfactions of administrators and teachers working in 
high schools and primary schools were lower. Similarly, Kuma§ and Deniz (2010), 
concluded that the job satisfactions of teachers working in different types of high 
schools were lower compared to teachers working in primary schools. Furthermore, it 
can be said according to this variable that the job satisfactions of teachers and 
administrators are higher in high schools in terms of wage and additional payment, in 
secondary schools in terms of promotion, management, workmates and 
communication, and in primary schools in terms of reward, working conditions, the job 
itself and communication. Regarding the sub-dimension of Management, it was seen 
that although the management-originated job satisfactions of administrators and 
teachers working in secondary schools were at the maximum value, the job satisfactions 
of administrators and teachers working in high schools were at the lowest value. 

No significant difference was observed between the job satisfaction scores of the 
groups by the variable of seniority. When the relevant literature was reviewed, it was 
found in the researches carried out by (Oshagbemi, 1997; Tezcan, 2011) that there was 
not a significant difference in teachers' job satisfaction levels by their seniority. These 
findings support the research results. However, in researches carried out by (Ayik, 
2000; Karata§ and Giile§, 2010), it was determined that teachers' seniority was a factor 
that created a significant difference in their perceptions on job satisfaction levels. 
Besides, it is possible to say that the job satisfaction levels of administrators and 


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teachers with 21 and more years seniority are higher compared to other groups, and the 
job satisfaction levels of administrators and teachers with 11-15 years seniority are 
lower. The seniority of teachers and administrators in the profession is one of the most 
important factors affecting the job satisfaction. As the seniority of teachers and 
administrators increases, teachers get used to problems related to their job and do not 
regard them as a problem. For this reason, factors that may cause administrators and 
teachers to have job dissatisfaction decrease, and therefore the job satisfaction level of 
administrators and teachers increases as their seniority increases. On the other hand, 
administrators and teachers with 6-10 years seniority in the sub-dimension of 
Workmates and the administrators and teachers with 21 and more years seniority in the 
sub-dimension of the Job Itself reported that their job satisfaction levels were higher. 
Accordingly, it can be concluded that administrators and teachers with 6-10 years 
seniority positively affected the job satisfaction levels of their workmates. Similar 
results are also encountered in the study of Sonmezer (2007). It is possible to say that 
administrators and teachers with 21 and more years seniority increased the job 
satisfaction levels of the work performed. The result obtained concerning this sub- 
dimension matches up with the result about the fact that the job satisfactions of teachers 
with 25 years and more seniority are higher, which was achieved by (§ahin, 1999). 
Furthermore, it can be said that the job satisfactions were higher in administrators and 
teachers with 1-5 years seniority in terms of Wage and Additional Payment, in 
administrators and teachers with 6-10 years seniority in terms of Management, Working 
Conditions and Workmates, in administrators and teachers with 11-15 years seniority in 
terms of Communication, in administrators and teachers with 21 and more years 
seniority in terms of Promotion, Reward and the Job Itself. In the sub -dimension of the 
Job Itself in which a significant difference was observed, it was seen that administrators 
and teachers with 21 years and more seniority had more satisfaction due to the job itself 
between the groups. The results show similarity with the study in which Balci (1985) 
found a significant relationship between the seniority of school administrators and their 
job satisfaction levels. The job satisfactions levels of administrators and teachers with 
11-15 years seniority were found to be low. 

When a general evaluation was made, it was concluded that the job satisfactions 
of administrators and teachers were mostly at medium-level regarding management, 
additional payment, reward, working conditions, workmates, the job itself and 
communication, and their job satisfactions were at low level regarding wage and 
promotion. In this regard, the ministry should carry out studies that could satisfy 
administrators and teachers, especially with regard to wages, and the sluggish 
promotion system in the education environment should be reconsidered. 


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INVESTIGATION OF JOB SATISFACTION LEVELS OF SCHOOL ADMINISTRATORS AND TEACHERS 


Mukadder Boydak Ozan is the vice dean Educational Sciences at Firat 
University in Turkey. She is also a professor in the Department of 
Educational Management. Mukadder obtained his master and PhD in 
Educational Management from Firat University. Her current research 
interests include, school management, classroom management, leadership, 
organizational behavior, supervision, human resource management, education economics 
and planning, research methods. 

Goniil Sener is the corresponding author of this paper. She completed his 
Ph.D. degree in Educational Management from Firat University and Turkey, 

She is a assist professor in the Department of Child Development. Her 
research interests are in the area of leadership, school management, 
classroom management, organizational communication. 

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